‘Full screen’ view option not displaying for some Re/Play videos

We are aware of a problem with selecting ‘full screen’ for Re/Play videos when accessed via the Re/Play link on a Blackboard course menu. Our supplier is investigating as a matter of urgency.

In the mean time, you can get the ‘full screen’ button to show by opening the video collection in a new tab or window:

  • click the Re/Play link in the course menu as normal to open the collection
  • ‘right-click’ (PC) or ‘CTRL + click’ (Mac) on the ‘Home’ button at top left (see screenshot below)
  • select “Open link in new tab” or “Open link in new window” from the menu that appears.

This workaround has been successfully tested in Chrome and Edge browsers.

Picture of Re/Play home screen

Re/Play – timeout errors (now resolved)

This issue is now resolved.

We are aware of a timeout error message when students are accessing Re/Play from a Blackboard course menu link (eg to the unit collection of all recordings). The supplier has identified the issue is related to search based functions in their systems, and is working to resolve the issue as soon as possible. Recordings added or shared by other methods – eg those added in course folders or other sections – are currently unaffected.

We apologise for any inconvenience this may cause; we are working to restore access as soon as possible.

Clear your cache to prevent possible equation display issues

Occasionally, you may find equations do not display correctly in Blackboard. If this occurs, you should clear your browser cache, then refresh/reload the Blackboard page or tab. Clearing the cache can also be done in advance as a preventative measure, once you have logged into Blackboard, eg if you are taking a test which includes equations.  

Firefox is unaffected by these occasional equation display issues.  

How to clear your cache

Chrome

  1. Click on the group of three dots in the top-right corner of the Chrome window to open the menu.
  2. Select ‘Settings’ from the menu.
  3. On the ‘Settings’ screen, scroll down until you reach the ‘Privacy and security’ section.
  4. Click on ‘Clear browsing data’.
  5. On the ‘Clear browsing data’ screen, tick the box next to ‘Cached images and files’, set the time range to ‘All time’ and click ‘Clear data’.
  6. Close down the Settings tab and refresh/reload the Blackboard page.

Microsoft Edge

  1. Click on the group of three dots in the top-right corner of the Edge browser window to open the menu.
  2. Select ‘Settings’ from the menu.
  3. On the ‘Settings’ menu, select ‘Privacy & security’ from the list on the left side of the menu.
  4. Under the ‘Clear browsing data’ heading, click ‘Choose what to clear’.
  5. Set Time range to ‘All time‘ then tick the box next to ‘Cached images and files’ and click ‘Clear now’.
  6. Close down the Settings tab and refresh/reload the Blackboard page.

Digital Skill – What is a cache and what happens when you clear it?

A ‘cache’ is used by internet browsers when loading a page, to help make the page load faster. The browser essentially remembers small bits of the webpage – like images, logos, buttons etc – so that it can load them again much faster. However, sometimes this can be a problem, if the website is updated and the saved ‘cache’ is no longer the same as what’s actually on the page. A cache won’t contain information like passwords, or your browsing history.

Knowing how to clear your cache is a really important digital skill to learn, and it’s worth spending a few minutes practicing how to do it. Clearing your cache is one way you can check whether any issues you are experiencing are actually something wrong with the website, rather than something that is caused by your browser. If you need to contact IT services about an issue, they may well ask whether you have tried clearing you cache, so doing so in advance is a good way to speed up getting the help you need.


Spellchecking in Blackboard Essay/Free Text style questions

Screenshot of the Spell Check button.

If you need to check the spelling of a word when entering text into an essay or “free text” style question, you can use the Spell Check button in the tool bar.

Clicking the button will spellcheck content in the text box, highlighting any suspected misspellings. You can read more about this functionality on the Blackboard Work with Text support page for students.

 

 

Turnitin maintenance 14-15 January 2023

Turnitin maintenance 14-15 January 2023

Turnitin have informed us that their services will be unavailable due to scheduled maintenance from Saturday 14th January 2023 at 17:00 until Sunday 15th January 2023 at 01:00 GMT.  During this maintenance window users will be unable to submit assignments or view marks and feedback.

Further information is available on the Turnitin status page.

Re/Play – timeout errors (now resolved)

This issue is now resolved.

We are aware of a timeout error message when students are accessing Re/Play from a Blackboard course menu link (eg to the unit collection of all recordings). The supplier has identified the issue is related to search based functions in their systems, and is working to resolve the issue as soon as possible. Recordings added or shared by other methods – eg those added in course folders or other sections – are currently unaffected.

We apologise for any inconvenience this may cause; we are working to restore access as soon as possible.

Meet Jack – Bristol Futures student mentor

Have you already taken one or more of the Bristol Futures Open courses? Ever thought about what it’s like to be a Bristol Futures mentor? Applications are open until the 7 September via MyCareer.

In this Digitalk blog, we hear from Jack about his experience as a student mentor on the Bristol Futures Sustainable Futures course in academic year 2021/22.

Profile photo of Jack, student mentor smiling.

The Sustainable Futures course first came to my attention when I was completing it as part of the Bristol PLUS Award. During the 4 weeks, I was impressed with the various aspects of sustainability that were exposed in such a short period. Throughout every step of the course, I was intellectually stimulated, giving me the opportunity to level up my skillset. The opportunity to explore sustainability with an online community of users and mentors made the whole experience more interesting and enjoyable.

With the wish to relive the experience, I further completed the other two courses that the Bristol Futures Team had to offer – I was hooked!  With a lingering sense of euphoria after the courses, I eagerly watched (stalked) the careers website praying that an opportunity to join the team would appear… and it did!

The beginnings

Trained and prepped, I was ready for my first run on The Sustainable Futures course. Working alongside me was a friendly close-knit team from all diverse backgrounds, some experienced some new. As the floodgates opened, users rushed in, brimming with new and fresh ideas. You could feel the positive energy through the screen, people from all walks of life joining together to discuss one of the most important issues of our time – it was incredible!

The week progressed smoothly, with topics of happiness and purpose being discussed throughout the week. Towards the end of the week, we began to highlight any key themes which were present for the lead educators to produce end of week feedback. When the week finished, I was taken aback a bit. I could not believe how enjoyable this was – I felt like I was learning not working.

The peak

The next two weeks flew by, with the topics of food waste and microplastics being a hit with many users. As we journeyed through these weeks, we monitored the chat, stimulated meaningful discussion, and promoted social learning. This was achieved through researching and sharing information which we had found relevant and interesting to the discussion in hand.

Watching the progression of users throughout the course is exciting, as they become more comfortable in expressing their thoughts on each topic. On occasions I got a bit carried away reading about other’s experiences and lessons they had learnt, from nurses to retired miners, they were all willing to share their wealth of knowledge that made it difficult to stop reading.

Halfway through our journey we were given the opportunity to share Bristol-specific events, societies, and local organisations that deserved promotion. This was an amazing chance to do some extra research (and try them out in person) to find out what is being done within Bristol, stumbling upon new start-ups, apps, and initiatives all looking to become more sustainable.

The goodbyes

From the personal, to the local to the global and finally back to the personal, we come to the final week of the course. Often neglected topics were covered throughout the week including mental health where many users shared the difficulties they had faced, how they overcame them and the lessons they learnt. Being part of an online community where people are comfortable enough to share their issues is truly amazing.

One of my favourite aspects about being a mentor on the course is seeing the impact we have had as a team through reflections from users at the end of the course. Here are some examples of user reflections.

From Changing views on sustainability:

‘I always thought people who made content sustainability where toothless in their approaches.  However, after completing this course, it changed my mind.’

To helping people, seek comfort:

‘It was enough for me to ease my climate change anxiety and helped me to have new and different perspectives to do things about it.’

To inspiring:

‘What I got from the course was learning about FoodCycle – I had my first volunteering session with them on Saturday and I enjoyed it so much, as it encapsulated what I enjoy doing most.’

The course had unfortunately come to an end, however for a Bristol Future Mentor the journey has just began. I have just finished mentoring on my third course, and it gets better each time. Each course stretches over 4 weeks, with 3 course runs (with mentors) each year, starting at the beginning of each term and after the summer exams. With the ability work flexible hours, you can ensure that can prioritise your studies when necessary. This makes it a perfect part-time job. If you get the opportunity to take part, grab it with both hands you will not regret it.

Interested in becoming a Bristol Futures mentor?

To apply, see the full role description and link to the application form due by the 15 September 2022 via MyCareer.

Further information on the Bristol Futures Open courses can be found on the Bristol Futures website.

If you have any further questions, you can e-mail the Bristol Futures team on uob-bristolfutures@bristol.ac.uk

Meet Freya – Bristol Futures student mentor

Academic year 2022/23 is soon upon us – which means we are recruiting again for enthusiastic student mentors for our Bristol Futures Open courses. Applications are open until the 7 September via MyCareer.

In this Digitalk blog, we hear from Freya about her experience as a student mentor on the Bristol Futures Innovation and Enterprise course in academic year 2021/22.

Freya, Bristol Futures student mentor profile photo.

 Why did you apply to be Bristol Futures Mentor?

As an Innovation student I was extremely excited to when I saw there was an opportunity to become a Mentor on the Innovation & Enterprise Bristol Futures Open course. It seemed like the perfect part-time role – it would enhance my knowledge of innovation, fit in around my University studies and help me to develop some really valuable and useful skills. Furthermore I’d really enjoyed taking part in the Sustainable Futures course the previous year, and during the course had enjoyed the way that many comments that I posted would get responses, either from academics or mentors or other course participants.

What do you enjoy the most about being a Bristol Futures Mentor? 

After a successful application I began working as a Bristol Futures mentor and have just finished my third course run. One of the main things I enjoy about being a Bristol Future Mentors is the interaction that you get to have. All of the people undertaking the course have chosen to do so because they are interested to learn about the subject area, this means they often very keen to discuss and learn more. As a mentor, I enjoy looking at the comments that people have posted and seeing where there are opportunities for them to learn more and stimulate this through a reply with questions. Another enjoyable thing about being a mentor is that you get to have direct input into how the courses are run and make suggestions regarding future improvements and development.

What is the most important skill to have as a Bristol Futures mentor?

Whilst being an Innovation student is helpful to being a mentor on the course, it is definitely not essential. All of the mentors I have worked with are all from different subject backgrounds, which can create an interesting variation in our responses to learners comments. I feel that the most important thing for being a Bristol Futures Mentor is having a passion for the subject area. It doesn’t matter how deeply knowledgeable about the subject area you are, as long as you are willing to have interesting conversations you will do brilliantly. It is due to this that I would highly recommend becoming a Bristol Futures mentor, the opportunity to engage with others who are passionate about the subject area is brilliant.

What advice would you give to new Bristol Futures mentors?

My tips to any future Bristol Future Mentors would be, take your time when interacting with course participants. Taking the time to send a detailed reply to one person with further information about something they’ve discussed is far more likely to stimulate interesting conversation, than simply replying “Great job”. The great thing about the Innovation & Enterprise course, is that a lot of the content is subjective, and learners can express and justify their own opinions. Even if you read a response and personally disagree, rather than directly expressing that you have the opportunity to craft a response full of questions that allow you to engage in a friendly debate with the learner. Some of the best conversations I’ve had on the course have been when I’ve taken the time to really understand what the learner has said and respond to the individual points they have made. Sometimes when you challenge learners, they come back with some really impressive responses.

What have you gained from being a Bristol Futures mentor?

Personally, I have gained a lot of skills from being a Bristol Futures mentor. I think the most important one is written communication and clarity. When I first started the role, I found it quite difficult to craft tailored and specific responses to students and would spend quite a long time replying to comments. However, over working on several course runs I have developed this skill and can now write concise and relevant responses to students with relative ease. This skill is not only important when discussing with learners but also when feeding back information regarding the course run to the academics.

Outside of the course, I now find that I can write more concisely in emails and other communications. Communication is such an important skill and one of the most important ones in an age where interactions are becoming less and less face to face. Therefore it is one of the key skills that employers look for. Being a Bristol Futures mentor is an extremely good example of using communication skills, but alongside it gain knowledge of interesting subject matter and have some brilliant conversations with learners from all around the world.

Interested in becoming a Bristol Futures mentor?

Sign into MyCareer to see the full role description and link to the application form due by the 15 September 2022.

Further information on the Bristol Futures Open courses can be found on the Bristol Futures website.

If you have any further questions, you can e-mail the Bristol Futures team on uob-bristolfutures@bristol.ac.uk

Mastering your digital body language

Written by Souwoon Cho, Digital Education Developer

You might have already seen or read articles about the importance of body language when communicating with others. In some cultures, to show your engagement this can include maintaining eye contact, sitting up straight, and not crossing your arms.

As we find ourselves in a world where hybrid teaching and working is becoming the norm, how does the importance of body language translate to the digital world? In this blog, we delve into some of tips to help you to improve your digital body language.

Girl looking at her phone

Check and re-check before you send

In June 2021, Whatsapp tweeted:

Over 100 billion personal messages a day are end-to-end encrypted by default on WhatsApp.

This staggering statistic reflects the sheer volume and frequency we send messages on a daily basis. The ease and speed of sending and receiving instant messages can often create typos, misunderstandings and ultimately tension in your relationships. It’s worth taking the time to read and re-read your messages to check:

  • What details should you include for the receiver to respond to your message?
    For example, if you’re e-mailing your school office, have you included your full name, student number and the name of the unit you are querying? University staff are working with hundreds of students, so providing these details will give the receiver clarity to respond to your query more efficiently.
  • Have you read and understood the message you are responding to?
    While moving between lectures, you might find yourself checking and responding to e-mails quickly and on the move. Trying to multi-task and respond quickly can lead you to mis-read or miss out key details from the message causing more confusion in the long-run.
  • What is the call to action in your message?
    It can be confusing what is expected from us when we receive a message. Enhance the clarity of your message by specifying if the message is just for information or if you expect them to respond or action something by a certain date.

Coffee cup sat next to a tablet

Establish expectations from the start

Today, we have an incredible choice of digital tools and channels to help us communicate with others. But how to you choose the right channel and the right time to communicate?

When working in groups, put in that extra work at the start to establish from the beginning the group’s preferred communication channel (for example Microsoft Teams, Whatsapp, Facebook) and the group’s expectations for responding. This is sometimes referred to as digital netiquette.

Every lecturer will have their preferred time and way of communicating with you as a student. If this was not clear from your introductory lecture, ask your lecturer for clarity on how they prefer questions to be asked outside of the classroom and what you should expect in terms of response times. Whether that is asking questions via e-mail, Padlet, Blackboard forum or a Microsoft Team’s channel, it is best for you to know which channel you should use, and how you are expected to use it from the start for a better learning experience.

Lady holding colourful balloons

Don’t forget your human side

While in theory digital communication can strengthen your connections with others, it’s very easy to forget that there is a human behind every message you send and receive. Without physical body language, it is even more challenging to communicate your feelings or gauge the feelings of others.

If you are attending lectures or seminars online, a simple way to do this is turning on your camera to replicate the body language signals you would communicate in person. There are many reasons why you may choose not to turn on your webcam. If this is the case for you, make the effort to engage with the chat functions where available. Erika Dhawan a digital collaboration expert recommends using the power of punctuation and emojis to communicate your feelings, your engagement and to add context to your messages.

In situations where you are finding messages are being misunderstood, it is okay to try to revert to another channel. Particularly if the topic of conversation is complicated or sensitive, a phone call or face-to-face meeting may be best to move the conversation in a positive direction.

People seated around a laptop

Conclusion

Going forward, communicating digitally with your peers, lecturers and colleagues will continue to play a key part in your day-to-day lives at university and in the workplace. How do you rate your digital body language? Do you have any tips or resources for mastering digital communication? Let us know in the comments below.

Further resources

‘My Marks’ link on Blackboard homepage unavailable

If you are used to using the ‘My Marks’ tool on the Blackboard homepage, you’ll notice it’s currently unavailable. An issue has been identified with the ‘My Marks’ homepage tool, and Blackboard are currently working on fixing it.
The best way to access your marks is always to go to your courses, and look for ‘My Grades and Feedback’ in the ‘Assessment, submission and feedback’ area. This is still working as usual.
For help in accessing your marks and feedback, contact your School Admin Office.
Skip to toolbar