A based support structure methodology tends to ‘draw out’, making users search for and find help and support themselves. We want to ‘draw in’ our users, providing timely, context-based support and access to targeted, evidence-based support resources and best practice case studies. Analytics within our Blackboard system have shown that other than the use of Email, Announcements and upload of static content, the uptake of most functionality to facilitate learning and assessment is low. This seems to be linked to responses to customer surveys that suggest users are often unaware of the potential of the technologies in place. To address this we are shifting to a methodology which explores three notions of user behaviour: 1. Why would I undertake an activity (purpose and good practice)? 2. How do I choose the appropriate functionality for the activity required? 3. What underpinning knowledge and skills do I require to use them effectively?

1. Transitioning from
'Drawing out' to 'Drawing in’:
a revision of learning technology support
activities at Cardiff University
Peter Rayment

2. This session will offer an understanding of:
• how analytics can help to target support and enablement
activities;
• some of the issues and barriers to non traditional technology
use in Learning and Teaching;
• how best desirable practice can improve user success;
• why a move away from tool-based support is beneficial;
• how targeted content provision can be used to encourage
system use;
• the benefits of linking face to face and online support and how
to facilitate this
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3. A little bit of history……
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4. A little bit of history……
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5. Problems with function based support
• Need to stop task currently doing
• Need to search for content and difficult to find
• Help not necessarily relevant to task
• Help not set in context
• Help not relevant to role
• Help tends to be tool based not task based
Generally walks through how to do not why you would do…
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6. Context Sensitive help
Benefits
• Help is focused on what the person is doing
• No need to search
• But if you do search, materials easier to find
• Can tie together materials from a number of sources
• Role based, so materials are relevant to user
Has other potential to be covered later…….
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7. 7

8. 8

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10. Context sensitive support to Analytics
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11. Benefits of Analytics
• Can see what users are doing in the system
• Can view activity differences between roles
Therefore
• Can start to target support / help / engagement
• Able to view results of change
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12. System Usage
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13. Staff system use in an example school
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14. Champions of sending emails
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15. Now we can facilitate change
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16. Progression and Discovery
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Often categorised by
importance placed on by
students, sometimes
institutionally driven)
(My students want
this……... why should I
want this?)
Processes or tasks driving
adoption of particular
mechanism
(Now, I know I want to do
this…. How can I go about
it?)
Underpinning
knowledge, what’s
needed to do it
correctly/sustainably
(What do I need to
know to support
students properly?)

17. Task based support materials
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18. 18

19. 19

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Common Activities Knowledge Required
A – Posting Lectures / Hand Outs 1 – Structure tips
B – Receiving Notifications 2 – Understanding copyright in
e.formats
C – Organise Course / Module 3 – Understanding Accessibility in
e.formats
D – Using Reading Lists 4 – Usable file formats and types
E – Posting Formative / Summative
Assessment information
5 – 3rd Party storage
F – Communicating with Students 6 – Working Across Modules
7 – Library / eReserves
8 – Academic regulations e.formats

21. 21
Common Activities Knowledge Required
A – Posting Lectures / Hand Outs 1 – Structure tips
B – Receiving Notifications 2 – Understanding copyright in
e.formats (Ext)
C – Organise Course / Module 3 – Understanding Accessibility in
e.formats (Ext)
D – Using Reading Lists 4 – Usable file formats and types
E – Posting Formative / Summative
Assessment information
5 – 3rd Party storage
Plagiarism – Group Ass - MCQ 6 – Working Across Modules
F – Communicating with Students 7 – Library / eReserves (Ext)
8 – Academic regulations e.formats
(Ext)

22. Support at the point task is considered
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23. Join together all resources to support task
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Internal Support Materials
External Support Materials
Regulations
School /College Policies and Procedures
Desirable Practice
People
Events

24. Difference between – Drawing out and Drawing In
So in conclusion
• The ‘tool’ based support structure methodology draws out
(makes people try to find information for themselves)
• and what we want to do is draw in.
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25. Peter Rayment
raymentpj@cardiff.ac.uk
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