We are delighted to announce our keynote for our forthcoming Education and Student Experience Conference (8-10 September).
Dr Hardeep Kaur Basra will be joining us in person for a keynote presentation and a workshop.
We will get so much valuable input from Dr Basra that will really help us to enhance our education and student experience offering as well as build on the incredible work of the Race Equality Charter.
See below for Dr Basra’s biography.
Dr Hardeep Kaur Basra (PFHEA, NTF, CATE) is an Associate Professor of Teaching and Learning and Inclusive Education Lead at De Montfort University. With over two decades of experience in higher education, she is a nationally recognised leader in inclusive, anti-racist and decolonising pedagogies. Her work spans institutional strategy, curriculum transformation and academic development, with a sustained focus on improving student outcomes, belonging and equity.
Hardeep has led major institution-wide initiatives, including advancing inclusive curricula, addressing awarding gaps and shaping Access and Participation strategies. She has played a key role in sector-leading work such as Decolonising DMU, contributing to Race Equality Charter success, and designs impactful staff development programmes including the PG Cert in Empowering Education.
As a Principal Fellow of Advance HE, National Teaching Fellow and CATE award holder, she contributes to national conversations on equity, excellence and transformational change in higher education.
In the May update, we want to draw your attention to the following Blackboard enhancements:
Changes to managing groups
Graded discussions and flexible grading
Tests and questions
Content and release conditions
Course searching
Changes to managing groups
Instructors now start by choosing how they want to structure groups—before managing individual members. The options include:
manual assignment
automatic assignment
self‑enrollment
import
Image 1: Instructors now start by creating a group set by choosing how they want to structure groups—before managing individual members.
Automatic enrollment with clearer controls
Instructors can automatically assign students to groups by specifying the number of members per group. Blackboard creates the required number of groups and assigns students randomly in a single step, reducing setup time for large courses.
Image 2: Instructors can now automatically assign students to groups by specifying the number of members per group.
More flexible ways to assign students
Instructors can assign and unassign students using multiple methods:
Assign students directly from the unassigned list
Assign selected students to a specific group
Add or remove members from within a group
This flexibility reduces repetitive actions and makes it easier to focus on populating one group at a time or balancing membership across groups.
Sorting for group members and groups
Instructors can now sort:
Students by first name or last name (A–Z or Z–A)
Student ID
Groups by group name
Groups by number of members
Image 3. Instructors can now sort group members by first or last name, student ID and sort groups by group name or number of members.
Performance and reliability improvements
Managing groups in large courses is now significantly faster. Save operations that previously took several minutes—especially in courses with thousands of students—now complete in seconds. When a group is being saved, an instructor can close out the page and be assured that it is continuing to save in the background, allowing instructors to continue working without interruption.
Additionally, the previous maximum limits of 5,000 students and 1,000 groups are removed.
These improvements reduce frustration and improve confidence when managing groups at scale.
Second due date for Discussions visible in Gradebook
The second discussion due date now appears in the following pages in Gradebook:
Overview
Gradable Items
Under Due Date on the Discussion item on each Gradebook page, the item’s second, final due date is displayed. Next to that date is a circle icon with a lower case i inside. Hover over or tab to this icon, and a pop-up bubble displays details of both due dates. For example: This discussion has 2 due dates: Due date 1: 5/1/26, 12:00 PM Due date 2: 5/8/26, 12:00 PM
Image 1: The second discussion due date now appears on the Overview and Gradable Items pages in Gradebook.
Instructors benefit from clearer communication of discussion expectations, reducing the need to clarify deadlines and helping ensure students understand how and when their contributions are graded.
Carry group filter into Flexible Grading
The group filter selected in the Gradebook grid view now carries over into Flexible Grading. Instructors who filter by a group in the Gradebook will find only the students from that group when they enter Flexible Grading, and the active group filter is displayed within the Flexible Grading view. This update reduces the need to re-filter after switching views and keeps instructors focused on the most relevant students for their current grading task.
Provide answer-level feedback for multiple choice and multiple answer questions
Instructors can now add feedback for each answer option in multiple choice and multiple answer questions. This helps students understand why each choice is correct or incorrect after an attempt is submitted.
Instructors can now add feedback for each answer option in multiple choice and multiple answer questions. This helps students understand why each choice is correct or incorrect after an attempt is submitted.
Instructors
When creating or editing a multiple choice or multiple answer question, instructors can turn on Option Feedback, which prompts Feedback textboxes to appear beneath each answer option. Instructors can enter the answer options and feedback for any of the options.
Image 1: Instructors can enter answer-level feedback.
Turning on Option Feedback disables Automated Feedback option. The Automated Feedback option lets instructors provide feedback for the correct answer and for incorrect answers. Answer-level feedback also allows for automatic feedback, which instructors can configure in the Assessment results section of Assessment Settings.
For answer-level feedback to display for students, enable Show correct answers in the Assessment results section of Assessment Settings.
Students
After submitting an attempt, students receive feedback for each answer option they selected if the instructor has left feedback on that answer option. This helps students understand their performance at a more detailed level and supports learning from incorrect choices.
Lock answer options in a fixed position for multiple choice and multiple answer questions
When creating or editing a multiple choice or multiple answer question, instructors can designate specific answer options as locked. To lock an option in place, select Randomise answers in the Assessment Settings, then select the lock icon next to the answer option. Locked options remain in their set position during randomisation while all other options shuffle as expected.
Instructors can remove a lock any time while editing the question. Locking designations can also be updated as part of a regrading flow.
Image 1: Instructors can select the lock icon next to the answer option to lock that option in place. To trigger the lock icons, select Randomise answers in the Assessment Settings.
Visualize release conditions inherited by items in learning modules and folders
Instructors can now view release conditions inherited from a parent learning module or folder directly within the release conditions panel of individual items. Inherited conditions appear in a read-only format, giving instructors a clear picture of all conditions that apply to an item, including those set directly on the item and those cascading from a parent container.
This update also ensures that discussions hidden within a learning module are no longer accessible from the Discussions tab. Discussions now respect the release conditions applied at the learning module level.
Instructors
When instructors open the Release Conditions panel for an item inside a learning module or folder, a read-only summary of any conditions inherited from the parent container appears alongside any conditions applied directly to the item. This helps instructors understand the full set of access rules in place and determine whether additional conditions are needed.
Image 1: Read-only summary of conditions inherited from the parent container and conditions applied directly to the item appear in the Release Conditions panel.
Improved screen reader experience in Document view mode
Screen reader users now have a cleaner, more focused experience when navigating documents in view mode. Unnecessary row and column announcements have been removed to allow access to primary content in the correct order, left to right, across rows, columns, and blocks. Edit mode behavior is unchanged.
Improved search and navigation in Course Switcher
We’ve enhanced the Course Switcher in Blackboard Ultra Course View to make it faster and easier to move between courses. Users can now search for a course directly from the Course Switcher and navigate to it without first returning to the Courses page.
This update builds on the existing quick access to recent courses and helps reduce navigation friction when working across multiple courses.
Instructors and Students
The Course Switcher now includes a search box that allows users to quickly find and open any course they have access to. Instead of browsing the full Courses page, users can open the Course Switcher, search by course name or course ID and navigate directly to the selected course.
This enhancement complements existing options in the Course Switcher:
Quick access to the four most recent courses
A View All link that opens the full Courses page
By combining search with recent‑course access, the Course Switcher provides a centralised and efficient way to move between courses—helping users stay focused on their tasks rather than managing navigation.
Image 1: Course Switcher now has a Search courses capability allowing users to search for courses by course name or course ID.
If you have any enhancements to request from Blackboard, please get in touch with us via elearning@aber.ac.uk.
Hello! It’s great to be able to introduce myself in my first blog post in my new role. I’m Dan, and I joined the Digital Education Team just after Easter as a part-time Digital Education Co-ordinator. I’ve taken on this role alongside my PhD, which I am studying at the Department of International Politics.
I moved to Aberystwyth in 2022 to start my 1+3 research course at the university. After completing the research training component of the course, I began my PhD project on ‘the multi-level governance of second homes’ in 2023. During my time as a research student at the university, I have also gained valuable experience as a seminar teacher in the Department of International Politics, and as a Study Skills Tutor with Student Services.
As I head into the final straight of my PhD project, I’m very much looking forward to taking on this exciting new role. I’m very grateful for all the opportunities that the university has given me so far and I can’t wait to contribute to the excellent work of the Digital Education Team.
Before coming to Aberystwyth, I studied my previous degrees at Cardiff University and then worked in a couple of jobs in the politics sector of Cardiff Bay. Politics is never far from my mind, so I’ll be keeping a beady eye on the Senedd election campaign over the next month!
Other than politics, I have a keen interest in sports. As someone originally from Burry Port in Carmarthenshire, I am a big fan of the Scarlets and Swansea City FC. I also enjoy participating in sport myself, and over the summer I will be using the beautiful terrain of Ceredigion to help me train for a number of triathlons that I have entered in the Welsh Super Series. Last year, I also decided to come out of my rugby retirement to join Tregaron rugby club, where I play as a full-back.
When I want to take a more leisurely break from work, I enjoy going for a walk with my partner to see the farm animals near our flat in Lovesgrove, or going for a stroll down the prom in Aberystwyth to eat some ice cream.
I’m looking forward to getting to know more staff and students from across the university over the coming weeks and months!
There is now the capability to insert quick polls during your present view. To do this, click on the question in the present view and select create quick poll:
Embed PowerPoint presentations into Vevox Present View
You can now embed a presentation in the presenter view of Vevox, meaning that you don’t need to switch tabs – the PowerPoint is completely embedded.
Adjust number of decimal places
The number of decimal places can be amended in your poll settings. The default is 0 decimal places but this can be configured to show 1 or 2 decimal places.
We’ve got topics on neurodiversity and ai, neurodiversity and employability, and improving teaching for neurodiverse students amongst many other topics.
In the afternoon, we are running a series of workshops which delegates can sign up to attend.
We are delighted to announce the winner of this year’s annual Exemplary Course Award.
Congratulations to our joint winners:
Dr Christopher Phillips from International Politis for the award-winning course: IP25320: Warfare after Waterloo: Military History 1815-1918
Dr Catrin Wyn-Edwards from International Politics for the award-winning course: IPM3120: Race, (Im)mobility, and Incarceration.
The panel noted exemplary practices in the following areas:
Community ethos and student co-creation activities
Seminar packs with clear guidance and additional materials to expand on the main topic
Ethos of the module as part of the welcome and orientation
Clear and accessible module structures
Variety of source types
A range of assessment and feedback opportunities
Optional exercises for developing essay writing and critical thinking skills
Reading list organised into different sections
Embedding learning outcomes throughout the course
Many congratulations to our highly commended and commended recipients:
Department of Geography and Earth Sciences’ Dr Tristram Irvine-Fynn and Dr Hywel Griffiths for the course GS25520: Glacial and Fluvial Processes and Theatre Film and Television Studies’ Dr Lara Kipp for the course FM22120: Production Design Skills.
These 2 courses demonstrated some excellent practices, including innovative virtual field trip activities, anonymous student feedback mechanisms, authentic assessment design, and clarity on generative AI usage. The award is assessed based on a rubric across four areas:
Course Design
Interaction and Collaboration
Assessment
Learner Support
The courses were of such a high standard, and we look forward to sharing their practices with you in due course.
Many congratulations to this year’s well-deserved recipients.
Please complete this form no later than 22 May 2026.
The theme for this year’s conference is:
Co‑Creating Inclusive Futures: Flexible, Diverse, and Competency‑Driven Learning
The main strands of this year’s conference are:
Diversifying the Curriculum for Equity and Belonging
Building inclusive, decolonised curricula that reflect diverse identities and experiences, advancing the Race Equality Charter.
Flexible Learning for a Changing Landscape
Hybrid, blended, and accessible learning designs that support varied learner needs through thoughtful pacing, structure, and technology.
Competency‑Driven Learning
Clear, meaningful integration of skills, graduate attributes, and real‑world application of competencies.
Students as Co‑Creators and Collaborators
Authentic student–staff collaboration in curriculum design, assessment, research, and decision‑making.
Staff and students are welcome to propose sessions on any topic relating to learning and teaching, especially those that focus on the incorporation and use of technology. Even if your suggestion doesn’t fit into a particular strand, other topics are welcome.
We seek to encourage presenters to consider using alternative formats that reflect and suit the content of their sessions. As such, we are not specifying a standardised presentation format.
Happy New Year! In the January update, we want to draw your attention to the following Blackboard enhancements:
Minor Update to the Blackboard Interface
Improvements to Document’s layouts
More options for true and false questions
Changes to multiple choice and multiple answer workflows
Minor Update to the Blackboard Interface
There is no downtime associated with this update, and Blackboard will continue to function normally during this period.
These changes include:
Change in order of menu items on the main navigation menu:
A new home button in a course to take you back to the landing page:
A quick link to navigate to your recently accessed courses
In addition to this, to maximise screen space, Blackboard will remove the nested folder view.
Improvements to Document’s layouts
To improve usability and accessibility, we restructured the menu for document block layout. Previously, all options for changing the row, size, or position of a block were in a single dropdown list. Now, these options are organized by type of change (row, size, and position).
Selecting the edit icon for a block prompts a menu with three options: Change row, Change [block/column] size, and Change [block/column] position. Each of these options have a sub-menu, with the related actions.
Change row
Move to row above
Move to row below
New row above
Change [block/column] size
Expand to the left
Expand to the right
Shrink from the left
Shrink from the right
Change [block/column] position
Move to the left
Move to the right
Image 1: How document block styling options displayed before
Image 2: How document block styling options display now
More options for true and false questions
We expanded the display options for true/false questions to include:
True/False
Yes/No
Right/Wrong
Agree/Disagree
These additional answer options display when:
Instructors create or edit this question type when building a test or in a question bank
Students answer the question
Instructors grade the question
Students review their submission or graded question
Image 1: True/false questions now include additional options.
Changes to multiple choice and multiple answer workflows
ow students interact with questions. These changes support greater flexibility in assessment design and an improved experience for students.
Instructors
To reduce setup time when creating a multiple choice question, we changed the default number of answer options from three to four. Instructors can add or remove answer options.
Instructors can now define the number of answer selections that a student can make for each multiple choice question. When the student takes the assessment, the system enforces the instructor’s selection limit.
The default is:
4 answer options
partial/negative credit is off (no additional changes made to partial/negative credit for this release)
students can select up to 4 answers
if additional answers are added, selection limit remains at 4
if answers are removed, instructor must select the selection limit
Image 1: Instructors can define the number of answer selections for each multiple choice question.
Students
For questions where students can select only one answer, the selection mechanism is radio buttons. For questions where students can select more than one answer, the selection mechanism is checkboxes.
Image 2: The student’s selection mechanism of checkbox or radio button is determined by how many answers they can select.
If you have any enhancements to request from Blackboard, please get in touch with us via elearning@aber.ac.uk.
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.
