A Holistic Approach to Encouraging the Use of Blackboard

A Holistic Approach to Encouraging the Use of BlackboardCharmian Eckersley, [email protected] Education ServicesTammy Robinson, [email protected] Faculty of HealthRon Sharkey, Faculty of HealthThe University of Newcastle20 November 2003

mailto:[email protected]

mailto:[email protected]

20 Nov 2003The University of Newcastle

2

Exponential growth in Blackboard UseNumber of Courses 1,100 - 2003Number of Enrolments 88,000 Number of Instructors 1,476 Hits on Most Active Date

6 Aug 2003 254,909

Escalating Use


4

Organisational ContextUniversity Review 2002

“Devolution without duplication”

IT Review 2002-3 – Teaching and Learning Working Group

Management Framework for Teaching and Learning Environment

Pro Vice-Chancellor – Information Technology

Pro Vice-Chancellor – Teaching and Learning

IT Portfolio Committee (ITPC)

Curriculum Teaching & Learning Portfolio Committee (CTLPC)

ADVICE & INFORMATION

USD – system operation & support

•Infrastructure services

•Education services

•Student Alumni & Community Services

•Human Resource Services

User Groups (USD & Faculty representation):

•Blackboard User Group

Faculties through:

•IT Committees

•Curriculum Teaching & Learning C’tees

Teaching & Learning SystemsBlackboardLibrary databasesTheatre technologies (AMX)VideoconferencingTutorial tracking systemProfessional placement systemNURAPIDTimetable system (Syllabus+)Computer LaboratoriesSkillbuilder

Administrative SystemsCurriculum Tracking System (CTS)Groupwise (email)NUSTAR (student & course records)Concept (staff records)Finance systems

Student SystemsStudentmailetc

Asst Deans IT and T&LExec Directors USD

Deputy Vice Chancellor

Education Services(system owner)

Network for InnovationIn Teaching & Learning

Call Centre(for staff)

Information Desks(for students)

Infrastructure Services(System &

Database Administrators)

Human Resource Services

Blackboard User GroupFaculty reps

Support Groups

Integration Project – Peoplesoft, Course Tracking System, etc.

Blackboard Upgrade Project

Training


7

Blackboard User GroupTerms of Reference

The User Group aims to be representative of all users of the course management system (Blackboard). It will encourage representatives to gather views from within their organizational units. The User Group shall have primary responsibility to advise on planning and operation of Blackboard.Advising on issues and questions relating to the operation of Blackboard in relation to the core business of teaching and learning including central support, Faculty responsibilities, use in research, teaching and learning.

...


8

Support Teams in Partnership – Training

Training Workshops

Seminars, Forums, Q&A Sessions

Trainers – usu. from Faculties

Network for Innovation in Teaching & Learning

Human Resource Services

Presenters – usu. from Faculties

Network for Innovation in Teaching & Learning

Faculty Leaders or Working Group

0

10

20

30

40

50

not useful quiteuseful

extremelyuseful

How useful was the workshop

Overview sessions

010203040506070

stronglydisagree

neutral stronglyagree

I learned a lot in the workshop

%

%

CommunicationAssessmentEvaluation of teaching


12

Blackboard @ NewcastleSupporting webpages

“Welcome to Blackboard “course” for new users.

All instructors are registered - news

Documentation – “Do’s and Don’ts”, student


13

Technical Support TeamEducation ServicesInfrastructure Services

ServersSoftwareSystems integration

Tutorial Placement System -> GroupsNUSTAR – PeopleSoft – student systemConcept – staff system


14

Faculty of Health - BbHistory of dissatisfaction with Topclass and Motet – subsequent move to Blackboard.2001 – 3rd Year Bachelor of Nursing Clinical Course and Post Graduate Nurse Practitioner Program delivered online via Bb.2003 – All Nursing & Midwifery Postgraduate & Undergraduate Programs using BbMost Programs in Faculty of Health using Bb.


15

Bb Support - Faculty of Health“Mentoring” for staff who are not competent with computers or learning management systems.“Open-door” access to support for staff/students.Contact details posted in all Bb courses for students.

Evaluation

This course has been presented in an interesting and stimulating way.

Strongly Agree

2%

Agree

Neutral

Disagree

Strongly Disagree

0

0.05

0.1

0.15

0.2

0.25

0.3

0.35

0.4

0.45

0.5

StronglyAgree

Agree Neutral Disagree StronglyDisagree


18

Online Assignment SubmissionProblems with Digital Dropbox (large numbers of students and multiple lecturers/tutors)Created online form which utilises Bb’s email function to send assignments to a nominated email account.

I liked having a choice in the way that assignments could be submitted.

0

0.05

0.1

0.15

0.2

0.25

0.3

0.35

0.4

0.45

0.5

StronglyDisagree

Disagree Neutral Agree StronglyAgree

The electronic form for submitting assignments was easy to use:

0

0.1

0.2

0.3

0.4

0.5

0.6

StronglyDisagree

Disagree Neutral Agree StronglyAgree


21

Two-way SharingFaculty the innovators

Re-developed as a resource for the whole University

Facilitating opportunities for sharing

GradSchool resourcesBlackboard orientation – re-worked intoBlackboard Walkthrough

On CD & via the web


22

Interview with 50 academic managersAttend a workshop - but “specific questions arise when you actually have to develop the curriculum” Not everything relevant to your design project can be covered in the workshopsHesitant to ask proficient colleagues - an impositionMentoring service Exemplar course


23

MentoringFacilitating a Blackboard “start-up” mentoring service for those requesting more intensive and relevant help in course designProduction of specialised learning materials by the multi-media skilled teamExemplar facilitating an understanding of pedagogical principles underpinning course design and delivery online

Exemplar courseIn

BlackboardWorkshops &

Seminars

Blackboard Workshops

Practical Skills Teaching

Programme

Mentoring

Postgrad Course in Education-Fully online


25

Selection of the exemplar100% online course exploring all new pedagogies – 3 years Author the recipient of the University award for excellence in teachingAn educationist with theoretical underpinnings applying new knowledgeResearching and evaluating teaching and learning


26

Course designThe use of role playing (Bonk, 2002)Its constructivist approach to learning (Dick & Carey, 1990)Provision of plenty of resources for learner inquiry and critical thinking (McLoughlin & Oliver, 1999)A focus on outcomes (Oliver, 2000)Encouraging deeper learning (Carmean & Haefner, 2002)


27

Course designUse of the authentic context of classroom scenarios (Herrington, Oliver, & Stoney, 2000)

Use of authentic assessment activities (Oliver, 2000; Reeves & Okey, 1996)

Careful planning of the organization of the curriculum


28

Deeper learningConstructed around the five core deeper learning principles:

social, active, contextual, engaging, and student-owned

Creating of the learning community via thoughtful use of the Discussion Board.

assessment requirements social café


29

AchievableTeaching & Learning Support team

Multimedia enhancements for the scenarios. Static images and sound clips to help students make the connection between the theory and the work they will be performing

Teaching Online Forum


32

A Holistic Approach to Encouraging the Use of Blackboard

Documents

Transcript of A Holistic Approach to Encouraging the Use of Blackboard