TLC2016 - Driving Up Quality. Improving the quality of Blackboard Learn courses with an Exemplary...
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Driving Up QualityImproving the quality of Blackboard Learn courses with an Exemplary Course Programme
Driving Up Quality (Street)Improving the quality of Blackboard Learn courses with an Exemplary Course Programme
The University of Sheffield (South Yorkshire, UK)Technology Enhanced Learning (TEL) TeamCorporate Information & Computing Services3
5It's not necessarily a technical issue, but some departments organise MOLE better than others.MOLE is not easy to use. I don't think this is necessarily ITs fault though- information is put in different places and states opposing information about the same things e.g. assignment deadlines; more of a tutor problem. There is no consistency about how it is used across modules.Teach professors how to better use MOLE as some of them use too many links to get to work.MOLE is such a mess and hard to use. All the lectures are just all over the place and some not even updated.
MOLE is brilliant and the only way I can think of improving it involves the departmental staff - some lecturers don't organise where they upload files and it's frustrating to have a huge folder of random files.
Really easy to access information; sorted into clear folders; just better than all other modules on MOLE so far!Easy to navigate other MOLE pages can be tricky to navigate.Miles better than any other MOLE pages I have previously used.[The course pages] are easy to navigate and are interesting. Helps to keep me engaged with the material.The lectures slides were embedded in the page, with further explanations around them. This is much better practice than other modules where PowerPoints exist by themselves.Pages were very interactive - this made understanding of material useful. Also liked the inclusion of videos, sample field notes.
ImpactImproved courses!Great student feedbackGreater consistency among lecturers coursesPractice spreading among colleagues in departmentsColleagues using their courses results as evidence in their professional accreditation (FHEA)Increased awareness and appreciation for Blackboard Learns capabilities
ChallengesGetting it off the groundLack of initial institutional buy-inStaffing issuesSome confusion as to purpose of programmeSome departmental processes for course structure do not match ECP rulesSome peer review groups less engaged than others
What next?Use of alumni for feedback on future cohortsPromoting successesFaculty-focused sessionsImplementing a new institutional course template using Exemplary practicesInstitutional-level awardsPutting colleagues forward for Blackboard Awards