In November, we took part in Blackboard Ally Fix your Content Day, making the content of our Virtual Learning Environment even more accessible. We placed 3rd in the UK and 60th on the international leaderboard.
We’re planning our next Mini Conference in collaboration with colleagues in Student Journey for April 2026. Further information will be made available soon.
And our 14th Education and Student Experience Conference will take place between 8-10 September 2026. Keep an eye out for updates, call for proposals, and external speaker announcements.
In the December update, we want to draw your attention to the following Blackboard enhancements:
Specify participation requirements for Discussions
Support Inline and Display Formulas in MathJax
Learning Module Table of Contents
Set release conditions for open or started and for non-assessment content items
Improved handling of group membership changes for group assignments
Improved Automations experience
Specify participation requirements for Discussions
Instructors now have greater flexibility when managing student participation in graded Discussions.
With this update, instructors can specify required student responses for a Discussion topic.
Instructors
Instructors can now make clear participation requirements to students. The initial release adds participation requirements to the existing due date(s) for discussions. Instructors can set requirements on the number of required posts and/or replies for a student to fulfil the requirement.
The status of participation requirements is updated through to completion, giving a student a clear understanding of progress made. Participation requirements are linked to progress tracking, so that will be accurately displayed for the student to monitor.
This update does not affect grading workflows or Gradebook structure.
Image 1: Instructors being able to set participation requirements in discussion settings.
Students
The new participation requirements in Discussions give students a clearer understanding of instructor expectations in an assigned Discussions topic. Students can monitor their progress both in the assigned Discussions topic as well as in Progress Tracking.
Image 2: Showing the complete state when all the requirements have been met.
Support Inline and Display Formulas in MathJax
MathJax support in the Content Editor now includes additional LaTeX delimiters for rendering mathematical formulas. This update improves compatibility with standard STEM workflows and simplifies uploading exam content without changing source files.
Instructors and students can now use:
\(…\) for inline equations
\[…\] for display equations
These options are in addition to the existing $ delimiters. Expanded support improves the experience of working with mathematical notation in Ultra courses and enhances visual clarity for complex expressions such as integrals, sums, and products.
Learning Module Table of Contents
Instructors now have access to a collapsible Table of Contents panel in Learning Modules. This update mirrors the student experience and supports consistent navigation across roles.
The Table of Contents panel includes all items in a learning module. Select Contents to open or collapse the panel. Instructors can navigate the full module structure and align course design with the student experience.
Image 1: Instructor view of a Learning Module with the Table of Contents panel open.
For smaller screen sizes, when an instructor sets up an assignment within a learning module, the settings panel moves from the right-hand side into the header bar. This is signified by a settings cog.
The change has been made to allow more space on the screen with the left-handed table of contents available. Users accessing that board on smaller screens, you will notice that the settings cog has moved to the header bar for that particular piece of assessment.
Set release conditions for open or started and for non-assessment content items
We expanded release conditions to include activity on items including non-assessment content. This enhancement allows conditions to be based on whether a student has opened or started content items such as documents, media, or course links. Instructors can now control access based on whether a student has opened or started a prerequisite content item.
Key options for release conditions:
Unopened: The student has not accessed the item.
Opened or Started: The student has accessed the item.
For example, an instructor can require students to open a reading or watch a video before an assessment becomes available.
Improved handling of group membership changes for group assessments
We’ve enhanced Flexible Grading and the Submissions page for group assessments to better handle changes in group memberships. These improvements ensure grading accuracy and reduce confusion when groups are modified after submissions:
On the Submissions page, if all members are removed from a group:
The group avatar displays a ? icon.
A No members label appears.
The group name becomes non-selectable.
For active groups, the Flexible Grading interface always shows the current group members for each attempt.
Image 1: On the Submissions page, a No Members label appears in groups with no members.
Image 2: The Flexible Grading interface shows the current group members for each attempt.
Improved Automations experience
Back in October we launched automations – an automated messaging tool to contact students based on marks in the gradebook.
Several enhancements have been made to automations in this month’s updated:
Instructors
Better visibility of Automations actions
Users can now check the status of each automation directly from the list.
Each automation now displays who executed it, increasing transparency in multi-instructor courses.
Cleaner interface and more intuitive interactions, including:
Pagination on the automation list for smoother navigation.
Improved error messaging and validation when configuring numeric inputs.
Minor layout and usability improvements for the automation rules panel.
String and localisation improvements.
Image 1: There is an indicator of the status of each automation in the list (active or inactive). The last person to execute the action is stated under each automation, and an error message is displayed for an automation that is incorrectly configured.
If you have any enhancements to request from Blackboard, please get in touch with us via elearning@aber.ac.uk.
We are delighted to confirm our programme for our final event of the year on Thursday 18 December.
Our Mini Conference on Generative AI is taking place between 09:30 and 15:30. We are running this as a hybrid event. For those wanting to join in person, it will take place in the Visualisation Centre building, VC, 0.06.
We are delighted to confirm our external speakers:
James Fern and Richard Mason will be joining us to share the 2-lane approach to Generative AI Assessment Design that has been adopted at Bath University.
In addition to James and Richard, we have an exciting line up:
Hannah Dee, Amanda Clare and Clive King from the Department of Computer Science will be presenting.
Emma Butler-Way, Tom Holt, Rhys Dafydd Jones, Jayesh Mukherjee, and Stephen Tooth will be joining us from the Department of Geography and Earth Sciences.
Jennifer Wood and Alex Mangold from Modern Languages will also be presenting.
Joy Cadwallader and colleagues from Academic Engagement will also be joining.
A huge thank you to all the staff who we’re involved in Fix Your Content Day on 18th and 19th November. This was the first time that AU signed up to the Day, and we’re pleased to announce that we placed 60th in the official leader board.
120 institutions took part from across the world. There were 13 institutions from the UK and Aberystwyth placed 3rd in the UK.
AU staff made 125 changes to content through Blackboard Ally in the 24 hours of the competition. During our drop-in afternoon, we were able to provide guidance on headings and styles, font colours and contrast, as well as handwritten documents and PDFs. Each of those 125 changes make it easier for students to engage with their learning materials.
We’re also pleased to announce that the overall Ally score for 2025-26 courses on 19th November was 74.9% – an increase of 5.3% from the previous year.
The good news is that you don’t have to wait until the next Fix Your Content Day to use Ally. You can use Ally any time you like – it’s quick and easy to use for both existing and new content.
A big thanks to all staff who have taken the time to check on the accessibility of their course materials and made changes to them.
On November 18, Aberystwyth University will join institutions worldwide for Fix Your Content Day 2025, hosted by Anthology. If you are wondering about what this means, or whether to take part, then here are a few reasons to get involved.
Every change – big or small – makes a difference to our students. Making Blackboard content as accessible as possible benefits all our students. Having materials in a format that students can use easily means that they can focus on their learning rather than struggling with inaccessible formats. The choices that staff make to design accessible materials, as well as the Ally Alternative Format tools, help us to make sure that all students can engage with their studies.
It’s particularly important here at AU, as the latest HERA data show that over 28% of our students have a declared disability (compared to 16.7% nationally).
Drop-in session open to all. Although our e-learning staff are always willing to help you with accessibility, we’ll have dedicated support available in B23 Llandinam during the afternoon of 18th. Come along and we can show you how to use Ally or discuss any particular issues you have with your course materials. And tea and biscuits will be available!
And finally, taking part in Fix Your Content Day is part of our ongoing commitment to ensuring that all students can engage with learning materials.
As leader of our PGCTHE programme, I keep an eye out for resources to help staff teach effectively. These include webinars, podcasts, online toolkits, publications and more. Topics include active learning, online/blended teaching, accessibility/inclusion, and effective learning design based on cognitive science. Below I’ve listed items that came to my attention in the past week. In the interest of clarity, our policy is to show the titles and descriptions in the language of delivery.
Webinar series European Network for Academic Integrity, ENAI monthly webinarsfree open webinars on various topics related to academic integrity.
Please see the Staff Training booking page for training offered by the LTEU and other Aberystwyth University staff. I hope you find this weekly resource roundup useful. If you have questions or suggestions, please contact our team at lteu@aber.ac.uk. Social Media: BSky, X.com.
When adding items to Blackboard, the Additional Tools item is currently labelled Content Market. Staff should use this to add Turnitin submission points or Panopto links.
Settings in Welsh (Offer Ychwangeol) are working correctly.
This is a temporary change due to issues with the Blackboard language settings.
Note that students submitting Panopto assignments should also use the Content Market link.
In the November update, we want to draw your attention to a new feature: generate and upload custom Achievements badge.
In addition to this, we have also got an automated option to generate messages to students based on their assignment scores. There is an update to tests with the functionality to bulk amend test question scores, as well as some improved navigation to Gradebook column headers.
New! Generate or upload custom Achievement Badges
Blackboard previously announced achievements – instructors having the option to award badges to students based on scores received in Gradebook columns. This was a great way to incentivise student engagement, and we are seeing more colleagues use this: DLS are piloting badges as part of their Skills Passport, and Library and Learning Services are making use of Achievements for the AI Literacy Course. Colleagues have requested this enhancement, so we are pleased to see this available on Blackboard.
Instructors now have three new options for customising Achievement badge: AI-generated images, choose from a selection of stock images from Unsplash, and manual image uploads.
AI Badge Image Creator: Instructors can enter keywords to generate badge images using the AI Design Assistant. The system auto-generates an image based on the badge’s name and description to help guide image creation. Additionally, instructors can provide their own prompt to be used for image generation. Images are optimized for circular cropping to match the standard badge shape.
Unsplash: Instructors can search from a section of stock images from Unsplash
Badge Image Upload: Instructors can also upload custom-designed badge images for use in Achievements.
Image 1: Instructors can select or generate an image for the custom achievement.
Automatically send messages to students based on course-level rules
Lecturers can now create automations that send congratulatory or supportive messages to students based on custom rules set at the course level. Instructors define the score thresholds and write the messages.
On the Course Content page, instructors select View Automations under Automations to manage their automations.
In this initial release, two automations are available. Instructors choose to either Send congratulatory message or Send supportive message. Congratulatory messages are sent when a student earns a high score; supportive messages are sent when a student does not achieve a specified score. Instructors select the grade item, set the score threshold as a percentage, and enter the message text.
Image 2: In the Action to be taken section, the instructor writes the message that will be sent to students when the rule is triggered.
Please note that the automation needs to be created before marks are posted. This means that the messaging won’t work on any retrospective grades.
Bulk change question points in tests
Lecturers can now update point values for multiple questions in tests using new bulk editing options. This enhancement supports:
Selecting all questions at once, with the option to deselect specific questions if desired.
Selecting specific questions (e.g., question 1, 4, 9, 15, 16, 27, and 32) for targeted point value adjustments.
Selecting questions by type (e.g., all True/False questions) to apply consistent point value changes across that question type.
Selecting questions by type AND specific questions.
Instructors
After students open the assessment or make submissions, instructors can make these changes:
Edit the text of questions and answers
Edit the point value
New grades are recalculated for all previously submitted assessments
Give everyone full credit for a question
Change which answers are correct
Change the scoring options for Multiple Choice and Matching questions
Align questions with goals, from the assessment only
After students open the assessment, instructors can’t make these changes:
Add new questions and answers
Delete a question
Delete answers in Matching and Multiple Choice questions
Change the number of blanks in a Fill in the Blanks question
Move the content, such as switch the order of questions, answers, or additional content
Add or remove questions from a question pool or delete a pool from an assessment
Image 1: Instructors select Bulk edit points.
Image 2: Instructors can select the questions that they want included in the bulk edit.
Improved navigation from Gradebook column headers
We enhanced the gradebook grid view to streamline access to submission pages from column headers on the Grades page. These updates improve clarity and consistency across item types.
Changes include:
Assignments, Tests, Forms, Discussions, Journals:
Replaced the Edit option with a View Submissions option using the eye icon.
Renamed the grade cell menu option from View to View Submission.
Manual Items, Calculations, Total Calculations:
Added a View option to the column header that routes to the submission page.
SCORM Items:
Added a View Submissions option with the eye icon.
Renamed the grade cell menu option to View Submission.
Removed Edit and Preview SCORM options from the column header menu.
Attendance:
Replaced the Edit option with a View option using the eye icon.
Navigation behavior remains unchanged, with users being routed to the attendance page.
Image 1: Improved navigation in the Gradebook column headers.
If you have any enhancements to request from Blackboard, please get in touch with us via elearning@aber.ac.uk.
Earlier this year, Professor Anwen Jones announced the Education and Student Experience Award Fund at the 13th Annual Education and Student Experience Conference.
We are delighted to confirm this year’s winners and the 4 enhancement projects that they will be leading over the coming year:
Dr Elizabeth New, History and Welsh History: The Aber Medieval Physic Garden
Dr Emma Sheppard, Geography and Earth Sciences: Developing a Sustainable Student Gear Hub
Dr Kate Woodward, Theatre, Film and Television Studies: Inclusivity and Accessibility in Assessment Design and Feedback Practices
Dr Scott Tompsett, Department of Life Sciences: Pulling together – supporting teamwork assessment more effectively
Thank you to all applicants for submitting a proposal and to the awards panel.
There will be opportunities to hear more about these projects at next year’s annual Education and Student Experience Conference.
