Lessons Learnt from Implementing the Blackboard Content System Dr Barbara Newland Manager of...
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Transcript of Lessons Learnt from Implementing the Blackboard Content System Dr Barbara Newland Manager of...
Lessons Learnt from Implementing theBlackboard Content System
Dr Barbara NewlandManager of Educational Development Services, Bournemouth University
Maria-Christiana Papaefthimioue-Learning Manager, Reading University
Prof Gunter SaundersDirector of Online Learning Development, Westminster University
Federica OradiniLearning Technologist, Westminster University
Lessons Learnt from Implementing
the Blackboard Content System
Overview
To compare the experiences and lessons learnt through the implementation of the Content System (CS) at Bournemouth, Reading and Westminster Universities
Our implementation aims are to:– enhance teaching and learning– increase student flexibility in provision and access to information– fulfil UK government directives
This presentation will focus on how:– e-Reserves are being used to access digitised short loan library materials– development and assessment of students e-portfolios – the implementation is project managed
It is not technically focussed but policy and processes so if not for you then …We will include time for discussions within the session
Lessons Learnt from Implementing
the Blackboard Content System
Location – Bournemouth/Reading/Westminster
Lessons Learnt from Implementing
the Blackboard Content System
Student and Staff Numbers
Bournemouth Reading Westminster
STUDENTS
- Undergraduates 13,000 11,200 16,500
- Postgraduates 2,000 6,300 5,500
STAFF
- Academic 650 2,000 1,100
- Support 700 850 870
CS Tools at Bournemouth
CS Areas Status Detail
My Content Staff only
Course Content xInstitution Content Pilot areas
Library Content Staff only
Portfolios Not yet promoted
Learning Objects x Not yet available
Lessons Learnt from Implementing
the Blackboard Content System
Bournemouth University
• Great change with a new VC, new PVCs and 3 (out of 6 Schools) have new Heads
• New Corporate Plan 2006 - 2012: “Our student-centred learning environment emphasises both intellectual achievement and employability”
• IT has split from Academic Services• Educational Development Support (EDS)
support learning and teaching• Library – 60% budget on e-resources• Bb Basic since 2002 and Academic Suite 2006
and moving from 4 CMS to 1 (use CS not LS)
Lessons Learnt from Implementing
the Blackboard Content System
e-Reserves - Bournemouth
Context1. reading lists at unit/course level
2. exam papers at unit/course level
3. short loan
Lessons Learnt from Implementing
the Blackboard Content System
e-Reserves - Bournemouth
Process of implementation• Major change to Copyright Licensing
Agreement (CLA)• Academics request items to be scanned and
added to e-Reserves by the Librarians who inform academic when it is there so they can make a link to it
• Library analyses high use items
Lessons Learnt from Implementing
the Blackboard Content System
e-Reserves - Bournemouth
Pedagogical implications• Aim to encourage students to read quality
e-resources to inform their study • Simultaneous access to digitised materials
whereas previously only one user at a time e.g. group work using Web 2.0 technologies
• Aim to encourage wider reading beyond a Google search
• eRes – Innovative E-learning with E-resources (Pathfinder project) http://www.bournemouth.ac.uk/eds/eres/
Lessons Learnt from Implementing
the Blackboard Content System
Institution Content -BU
• My Content – not use LS
• Institution– Share across university– Working area for schools
• Joint Academic Coding System (JACS) – UCAS - central organisation that processes
applications for full-time undergraduate courses at UK universities and colleges and UK Higher Education Statistical Agency
Lessons Learnt from Implementing
the Blackboard Content System
e-Reserves – Lessons Learnt
• Work closely with the library• Provide processes that are easy for academic
to use with quick response time• Employ students over the summer to do
repetitive work• File size and accessibility of scanned resources• CLA licence limitations – can only digitise a
chapter of UK published book we hold in stock or copyright cleared Inter-Library Loans (ILL).
Lessons Learnt from Implementing
the Blackboard Content System
University of Westminster
• Teaching led with a strong emphasis on knowledge transfer and work with industry
• New VC starting in August 2007
• New teaching and learning committee
• Blended learning an identified priority
• Single institutional VLE used for 5 years
• Piloting social networking alongside Bb
Lessons Learnt from Implementing
the Blackboard Content System
CS Tools at Westminster
CMS Areas Status Detail (restricted to pilots)
My Content Staff and students
Course Content Staff
Institution Content Staff and students
Library Content x
Portfolios Staff and Students
Learning Objects x
Lessons Learnt from Implementing
the Blackboard Content System
e-Portfolios for PDP
An overview of student and staff perceptions across subject areas at the University of Westminster
Lessons Learnt from Implementing
the Blackboard Content System
Background - Westminster
• Blackboard been used for 5 years• 15 study skills type modules across UG levels• ~2000 students and 25 staff involved • All experiencing e-Portfolios for the first time• All portfolios were assessed• 250 students completed a
questionnaire together withall staff involved
Lessons Learnt from Implementing
the Blackboard Content System
e-Portfolios Across Subjects
Lessons Learnt from Implementing
the Blackboard Content System
Students
• From 7 subject areas
• Majority IT literate - 75% said were confident with prior skills
• Most work at home 63%, at university 37%
• Generally positive about their e-portfolio.
Opportunity to think more/reflect
Recognise/understand their achievements
Plan for future career or understand job opportunities/career path better
Determining strengths and weaknesses
Lessons Learnt from Implementing
the Blackboard Content System
Variation in Views Across Years
0
10
20
30
40
50
60
70
80
1 2 3
Year of study
% Y
es
Interesting?
waste of time?
Used more widely?
In Year 1 30% cited value with regard to employment compared to 60% in year 3
Lessons Learnt from Implementing
the Blackboard Content System
Students – the Net Generation?
• 66% used images 5% audio 5% video
Reasons for not using multimedia:
• Lack of confidence in the value of using multimedia for assessment • Lack of IT skills• Prior learning experiences
How do you prefer expressing/recording ideas or thoughts?
% preferred
Text 72
Drawings/graphs/tables 20
Audio 1
Video 7
Lessons Learnt from Implementing
the Blackboard Content System
Students – One Size Fits All?
Do you prefer expressing yourself in electronic format?
• 60% computing students • 36% social science
Should ePortfolio be used more widely?
• 70% computing students• 26% social science
Clearly not – ePortfolio assessment must suit the students tasks and skills to be developed
Lessons Learnt from Implementing
the Blackboard Content System
e-Portfolios examples in BB/Web
Lessons Learnt from Implementing
the Blackboard Content System
Tutors
Helps monitoring of progress
Formative/Summative feedback
Easier submission for students
Students found ePortfolio interesting and motivating
Tutor can view work quickly
Save paper work/handouts
Accessible from anywhere
It provided templates to scaffold students progress
Saved time when collecting work
Develop students IT skills
Enabled students to be more creative
Helped identify struggling students
E-portfolios useful
to the course?
100% Yes
Lessons Learnt from Implementing
the Blackboard Content System
Assessment
How where the e-portfolio received for marking? • On a CD 30%• Assignments function 60%• Shared in Blackboard 10% 91% Marked on screen 9% on paper
• 40% found on screen was challenging, • tiring and time consuming
Feedback
• 40% via email• 10% through BB• 10% handwritten on sheets• 20% face to face and 20% did not say
Lessons Learnt from Implementing
the Blackboard Content System
E-portfolios – Issues (Westminster)
Activity designIt is felt that a very careful re-design is necessary as evidencing for e-portfolio is not as straightforward. The use of e-portfolios should be appropriate to the module contents.
Feedback and marking Ideally, be able to leave comments on the final submitted version which could then be returned to the student; be able to leave notes next to the text on the e-Portfolio
SubmissionIdeally it should be possible to freeze the e-portfolio once finally shared
•As the e-portfolio cannot be “frozen”, students were asked to download the e-portfolio onto a CD as a zipped file but this caused some technical problems•Most tutors did not like having to unzip the e-portfolio to view them
SharingE-portfolios should be shared with the tutor early at the start of the module so the tutor can monitor the progress and offer support
•Students did not share the e-portfolio early enough to benefit•Student did not build their e-portfolio gradually•Comments are not flagged with alerts
Lessons Learnt from Implementing
the Blackboard Content System
University of Reading
• Traditional, research focused University• Reviews
– Directorates – Centre for the Development of T&L, responsible for e-learning
• Establishment of Enhancement Committee• Engagement at school level
• e-Learning Benchmarking Exercise– Increased visibility of e-learning with senior management– Approach to staff engagement with e-learning: flexible, non-
directive, evolutionary• New T&L strategy under new PVC (T&L)• VLE support split between CDOTL and ITS• Bb LS VLE since 2001• Bb Academic Suite since 2006 – pilot phase
Lessons Learnt from Implementing
the Blackboard Content System
CS Tools at Reading
CMS Areas Status Detail (restricted to pilots)
My Content Staff and students
Course Content XInstitution Content Pilot areas
Library Content Area-Institution Content / e-reserves
Portfolios Staff and Students
Learning Objects x Not yet available
Lessons Learnt from Implementing
the Blackboard Content System
e-Portfolios - Reading
• Context: PDP agenda• Pilots 2006-07, 2007-08
– To test out the new functionality of Bb– Identify resource implications and pedagogical issues– Set management processes in place
• Institutional roll-out 2008-09• Schools/Subjects
– History, Law, Pharmacy, Plant Sciences, Languages, Health and Social Care, Applied Statistics, Institute of Education, Typography, Centre for Staff Training and Development, Library
• 12 academic staff encouraged by funding and central support and 513 students
• Pilot evaluation: led by academic – reflected subject and use• Approach: non-directive, flexible
Lessons Learnt from Implementing
the Blackboard Content System
e-Portfolios - Reading
• Reflective diaries– progress and personal achievements– Education, Health & Social Care
• Substitute paper based PDP portfolios– Pharmacy
• Careers portfolios and e-PARs– employment– Law
• Formative assessment purposes– History, Biology, Statistics
Lessons Learnt from Implementing
the Blackboard Content System
e-Portfolios - Reading
Lessons Learnt from Implementing
the Blackboard Content System
e-Portfolios - Reading
Lessons Learnt from Implementing
the Blackboard Content System
e-Portfolios – Issues (Reading)
• Use of templates made the e-portfolios easy to use
– Not available by role, hence long list• Access from anywhere
– Great for substituting the paper based portfolios
• Using the CS was complicated– Are Personal portfolios the solution?
• Technical problems when uploading and felt the system was “clunky” (esp. Mac users)
• Sophisticated users felt frustrated by its limitations
• Majority did not appreciate the value of the e-portfolio
– too much work alongside their other coursework
– Reflecting the degree to which they were embedded in the course?
• Assessment motivated students to engage with e-portfolios
• Need for training and support– resource implications
• The majority of students did not engage with the reflection process in any constructive way
– Completed their reflections before deadlines but
– Minority of students used them to great effect
– Mature students were more enthusiastic on reflection despite their low IT literacy/confidence
Students
Lessons Learnt from Implementing
the Blackboard Content System
e-Portfolios – Issues (Reading)
• Considerable time for– Training– Supporting students– Assessing portfolios– Providing comments
• Coupled with technical problems– Difficult to manage a large
number of e-portfolios– Cannot leave comments on
the text– Students did not share their
portfolios with tutor– Cannot freeze e-portfolio
• Close monitoring of students’ progress was a big benefit
• Appreciate potential– some recommended to be
made essential part of the student experience at Reading
• Time implications could be outweighed by the potential benefits
• All but one pilot leads will continue their pilots next year
Staff
Lessons Learnt from Implementing
the Blackboard Content System
e-Portfolios – Lessons Learnt
• Need support at key points
• Students need encouragement to take advantage of multimedia
• Must tailor activities and assessment to students and learning outcomes
• Flexibility allows students to take ownership
• Allowing some flexibility for tutors will motivate and help in the implementation
• Major benefits in monitoring the student’s progress
• Support for both students and staff is essential – resource implications
• Technological issues could inhibit engagement
• Need for addressing the lack of student engagement with reflection
– Integration within the course
Westminster Reading• Need support at key points
• Students need encouragement to take advantage of multimedia
• Must tailor activities and assessment to students and learning outcomes
• Flexibility allows students to take ownership
• Allowing some flexibility for tutors will motivate and help in the implementation
• Major benefits in monitoring the student’s progress
• Support for both students and staff is essential – resource implications
• Technological issues could inhibit engagement
• Need for addressing the lack of student engagement with reflection– Integration within the
course
Westminster Reading
Lessons Learnt from Implementing
the Blackboard Content System
Content System - Reading
• Film, Theatre and Television• Use of Bb for the first time
– departmental approach– rather than individual academics– All taught modules are on Bb– CS contains resource areas for students/staff
• Objectives– Maximise the use of Bb– Move on to dept course management– Make students feel connected to the dept and student
community
Lessons Learnt from Implementing
the Blackboard Content System
Lessons Learnt from Implementing
the Blackboard Content System
Lessons Learnt from Implementing
the Blackboard Content System
Content System – Lessons Learnt
• Staff felt that the CS was an effective and efficient way to store information centrally and access it from the Learning System (or the Bb Portal).
• Students reported that it enhanced the students’ learning environment– everything in one place
• The CS is easy to use, to share files, deliver Bb course content and to access information.
• Staff are not inclined to use Institutional Content area to share teaching materials – sharing culture
• Technical problems (esp. with Mac compatibility)• The structure and naming of the Institutional Content
needs to be thought out in advance.
Lessons Learnt from Implementing
the Blackboard Content System
Senior Management
Board
Bb AS Project Board
Bb AS Implementation
Group
University Board of T&L
Enhancement Committee/
SCITTL
Content SystemGroup
e-Portfolio GroupCommunity System
GroupLearning System
Group
PVCHeads of Directorates/resources
Faculty Directors T&LSLTCsLibraryITSCDOTLAcademicsStudent Union
AcademicsLibrary/ Copyright GroupITSCDOTLRUSU
Project Management of Implementation – Reading
PVC
PVC
Lessons Learnt from Implementing
the Blackboard Content System
SMT
myBU Project Board
Learning Technologists
Group
Senate
Academic Development Committee
L&T Development Committee
Content Management Group(CMG)
Library Group Institution Content Group Disk Quota Group
Releasing Potential Projects
myBU Implementation
Group
Lessons Learnt from Implementing
the Blackboard Content System
Project Management – Lessons Learnt
• Clear reporting structure aligned with University committees
• Involve all stakeholders
• Learn from others e.g. Blackboard conferences, user groups
Lessons Learnt from Implementing
the Blackboard Content System
Discussion
• How are you implementing or planning to implement the Content Management System in your Institution?
Lessons Learnt from Implementing
the Blackboard Content System
Summary and Questions
Lessons Learnt– e-Reserves– e-Portfolios– Managing the implementation of the CS
Lessons Learnt from Implementing
the Blackboard Content System
Further Resources
• Educational Development Serviceshttp://www.bournemouth.ac.uk/eds/
• University of Readinghttp://www.reading.ac.uk/
• Joint Academic Coding Systemhttp://www.hesa.ac.uk/jacs/jacs.htm