Talis Insight Asia-Pacific 2019 | The Good, the Bad, and the Ugly - Making big changes in a short time, James Cook University’s experience implementing Talis Aspire
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Talis Insight Asia-Pacific 2019 | The Good, the Bad, and the Ugly - Making big changes in a short time, JCU’s experience implementing Talis Aspire: Helen Hooper , Director, Library & Information Services & Bronwyn Mathiesen, Associate Director, Information & Research Services, James Cook University
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Talis Insight Asia-Pacific 2019 | The Good, the Bad, and the Ugly - Making big changes in a short time, James Cook University’s experience implementing Talis Aspire
- 1. jcu.edu.au 1 The Good, the Bad, and the Ugly Helen Hooper Director, Library & Information Services & Bronwyn Mathiesen Associate Director, Information & Research Services Making big changes in a short time JCU’s experience implementing Talis Aspire
- 2. jcu.edu.au 2 James Cook University One university | Two countries | Three tropical campuses – Cairns, Singapore, Townsville. One of the world's leading institutions focusing on the tropics, James Cook University is surrounded by the spectacular ecosystems of the rainforests of the Wet tropics, the dry savannahs, and the iconic Great Barrier Reef. Our unique location enables students from Australia and overseas to study in a diverse physical environment unparalleled by any university in the world. • 21,972 students from 108 countries • 4698 employees
- 3. jcu.edu.au 3 Library and Information Services Provides knowledge services to support the University’s high quality education and world-class research through innovative discovery and access to: • information resources, scholarly and cultural collections; • learning facilities, and • library and research services in the physical and virtual environments. • Eddie Koiki Mabo Library, Townsville • JCU Library, Cairns • Singapore Library • 46 FTE Staff + student employees (Client Services and InfoHelp Rovers) • 3 teams (IR, I&RS and Cairns)
- 4. jcu.edu.au What were we looking for? Ability to manage various file types such as documents, pictures and videos; Usability (for academics, LIS staff, and students) Ability to integrate with the University’s learning management system, Blackboard and Blackboard Ultra, i.e., single sign-on Ability to change content availability status such as draft, active, inactive or archived Ability to provide product support after implementation Simplify metadata processing steps to improve content search and content accessibility; and Content copyright validation based on Australian Copyright regulations, the Copyright Agency Limited (CAL).
- 5. jcu.edu.au 5 2012/ 2013 Increasing dissatisfaction with Masterfile and associated workflows – questioning of our entire approach. Academic staff use ‘drifting down’. Incompatibilities with Blackboard increase 2014/ 2015 Project proposal to replace Masterfile with a system that provides both Course Readings and Digital Learning Objects approved by ICTAC. Concept documents finalized 2015. Timeline 2012-2016 2016 Initial RFT issued, product chosen but software owner announced divestment of the product before any contract was signed.
- 6. jcu.edu.au 6 2017 1st Quarter Revised business case and process for closed tender Timeline 2017 Project reviewed and re-scoped. Deadline of December 2017 imposed due to transition to Blackboard SAAS 2017 2nd Quarter 2017 3rd Quarter Demonstrations and product selection, procurement, contract negotiation Gearing up, training, communication with stakeholders, SME group, migration, and documentation. 2017 4th Quarter
- 7. jcu.edu.au 7 2018 1st Quarter Training for academics-various formats e.g. one-to-one and small groups with academic groups and library drop-in sessions. Continual improvements as we learned more about the system. Timeline 2018 Launch, go live with SP1 subjects, digitisation, training and communication with stakeholders 2018 2nd Quarter 2018 3rd Quarter Academics taking more ownership of lists & beginning to create their own First rollover of TARL & TADC- required some retroactive changes to time-periods. Academics now fully responsible for lists with library assistance. 2018 4th Quarter
- 8. jcu.edu.au What we like • Large user support community • Ideas forum- suggest and see progress of ideas/requests • Continuous improvement processes • Compatibility with Blackboard SAAS and Ultra • Integrates with our authentication system (roles are automatically assigned in TALIS based on user roles in CAS) • Proven network stability • Allows for greater level of Copyright compliance compared to previous system • Links with library catalogue & Co-Op bookshop to enrich the student experience • Modern and user friendly interface • Looking forward to the new Editing interface • Greater opportunities for stakeholder engagement (e.g. academic staff) • Timely response from TALIS support and boot-camp teams to issues and problems and regular communication from Bec Carruthers in Oz
- 9. jcu.edu.au What we don't like • TADC and TARL are two separate system (with little to no integration, inc. separate invites and log-ons for each system) • The resource types we can process through TADC are limited to Books, Chapters, and Articles -this is problematic for especially as we want to encourage academics to put all their resources into Readings. (Although we see that this is a planned change) • Reporting does not meet our requirements • e.g. not being able to tell what linking method is being use in the All Items Report makes link maintenance as subscriptions change more problematic than it needs to be • Talis does not fulfill all of our initial requirements • Handling different file types - can only link PDFs using TADC). Cannot embed video. Will Talis Player change this? • Degree of customisation possible in some areas is minimal (e.g. list publisher email invite, role titles in profiles) • Can’t identify linking method from All Items Report- This ability would simplify link maintenance
- 11. jcu.edu.au The Good The speed at which TALIS gave us access to sandpit and access to roles before site setup and signed contracts Good collaborations with our Learning & Teaching and ICT colleagues at JCU Initially with only LIS staff creating lists we had a great deal of control of the look and feel- this allowed us to set up a vision of ‘what lists should look like’ Z39.50 worked (i.e. linking to Horizon Library Management System) Communication & training opportunities with TALIS support including a project debrief and additional F2F training over the 12 month implementation and bedding down process Workflow including use of LibAnswers queues to manage list creation, communication with academic staff, digitisation requests, reviews and much more. All LIS staff, across both campuses-were involved in some way - everyone jumped in and had a go
- 12. jcu.edu.au 12
- 13. jcu.edu.au 13
- 14. jcu.edu.au 14 Items added by LIS staff During implementation: 9749 (1316 digitisations) Total : 22093 (4768 digitisations) Lists created by LIS staff During implementation: 283 Total: 732 (we may or may not have lost our minds – just saying)
- 15. jcu.edu.au Feeling the love from academics during implementation… • “Thank you Vaurian, know it must be crazy busy for you all at the moment so really appreciate all the help you have provided.” • “Gosh you are quick! Thank you so much.” • “You are doing me a big favour so I am happy to come to the library” • “Hope that’s not too much inconvenience, and thanks again for your support.” • “Dear Library, thank you for my excellent Readings!”
- 16. jcu.edu.au More Feedback "The students are using Readings for medicine already. Yeah! " (Lecturer soon after launch) "That was much easier than I thought it would be, this is great!" (Lecturer after one-to-one training) “The ability to use part chapters and maintain copyright compliance makes things easier” (Librarian) "Loving the clean look, and ease of use - especially considering what we used to have!" (Liaison Librarian) "It's awesome that I can grab my references from my Readings!" (Student)
- 18. jcu.edu.au 18
- 19. jcu.edu.au Challenges Time of year for migration/training and especially communication with stakeholders (I.e. late Nov- late Jan) • Time zone issues for Talis support in the UK esp. with Christmas and New Year Closures. • Working with an 15+ year old system created issues with out of date/out of use content, and no links to subject coordinators within the old system • e.g. Spent a lot of time re-creating reading lists from old system into TALIS that we never ended up needing/using (only migrated 40% of digitized content) • Mapping 57 Study Periods to subjects falling into 2 times periods • Processing requests in TADC that had been removed from a list before we were aware that the systems did not communicate once the request was sent.
- 21. jcu.edu.au 21 Migration was a huge manual process especially in identifying files and accountable academic staff. Approximately 40% of digital content was migrated from Masterfile to Talis Aspire Formatting issues – e.g. existing PDF files needed rescanning and/or editing and could only be migrated one at a time We were writing processes and workflow procedures as we were learning the system - often meant daily changes and some remedial work which was very frustrating for library staff. Quality control – used the All Items Report to ensure metadata was to our agreed standard (using filters in Excel) and that OpenURL links worked, that DOIs weren't used for platforms we didn't have a subscription to and URLs were properly formatted EZproxy starting point URLs (if used for a subscription resource) We had to create a different way to make past exams accessible as they didn’t fit neatly within TALIS Remedial work required to facilitate TADC rollover around start and end dates for digitisations to ensure alignment with our LMS and to create useful and efficient workflows for LIS staff. Required consultation with TALIS support staff and synchronization with JCU Learn staff to have the least impact and downtime
- 22. jcu.edu.au Meanwhile... • Progress towards best practice in online and blended learning was not fast enough • BlackBoard Ultra was selected as the next major upgrade to the LMS • The Digital Transformation project was launched • Goals: • Improved responsiveness and accessibility of Blackboard Ultra • Thoughtful educational design to provide the best digital experience for students
- 24. jcu.edu.au 24 • Baseline – meets the minimum student digital experience elements • Accomplished – well integrated digital experiences that enhance student learning • Exemplary – deeply engages with blended learning across multiple dimensions 03 Exemplary 02 Accomplished 01 Baseline TALIS LTI Student Digital Experience (SDE)
- 25. jcu.edu.au 25 A bumpy transformation • Timing is everything • JCU Online – exclusively online offerings launched on separate platform with BB Ultra October 2017 • Talis not in place • The dreaded workaround • Embedded deep links from Masterfile • Educational designers preferred our workaround when Talis was launched! Student Digital Experience (SDE)
- 26. jcu.edu.au Masterfile workaround in LMS (BB Ultra)
- 27. jcu.edu.au 27 Talis and the SDE The new student view was a must Learning analytics showed promise but didn’t deliver - Compatibility issues between Blackboard and Talis were identified Opportunity to build relationships with academic staff across Client Services and Liaison teams Education around Copyright compliance and good practices (i.e. OER)
- 28. jcu.edu.au 28 Moving Forward • All 1st year subjects with a reading list by August 2019 • All JCU online subjects with reading lists • Majority of subject coordinators trained in the creation and maintenance of Reading Lists • Improved education of academic staff around best practice with Reading Lists including Copyright and resource selection • Development of sustainable training (self-help) resources • Building staff confidence - troubleshooting linking issues, e.g. OpenURL (and how metadata breaks it), EZproxy, DOI, unique vendor platforms et al. • Further exploration on review and acquisitions functionality
- 29. jcu.edu.au Thank you for listening Get in touch Helen.Hooper@jcu.edu.au Bronwyn.Mathiesen@jcu.edu.au library@jcu-au.libanswers.com Any Questions
Editor's Notes
- The Good, the Bad, and the Ugly: Making big changes in a short time, JCU’s experience of implementing TALIS Aspire After a lengthy tender process and with looming upgrades to Blackboard SAAS and the early adoption of Blackboard Ultra to provide a modern and streamlined student digital experience, JCU chose Talis Aspire (TARL and TADC) in September 2017 to replace our now incompatible system. Although this provided many opportunities to revitalize our readings platform and work closely with academic staff it radically changed the processes that had been in place for more than 10 years. With little time to prepare for the change we did not have the luxury of a soft-launch or gradual rollout. We will discuss the successes, trials, and tribulations of our ‘mad-dash’ from procurement to launch…and where we will go from here.
- University overview
- Library and Information Services Overview Helen to add notes or delete slide
- What were our requirements [scope] for tender process The University decided to replace the existing ereserve system, Masterfile, with a new cloud-based solution that would streamline the processes for sourcing, organising and distributing course and subject materials for academic and LIS staff; as well as improve the student experience for discovery, access and use of course and subject readings. A further benefit is that management of copyright is part of the standard workflow for managing course and subject materials, resulting in process efficiencies, less manual transactions, more accurate usage data obtained from effective copyright monitoring, automating reporting to the Copyright Agency Ltd, and reduced risk of copyright breaches. The project sought to achieve the following business objectives: 1. Implement an integrated workflow for the management of course and subject readings between the library’s discovery application (Summon’s One Search) and the learning management system (Blackboard); thus streamlining administrative processes for digital and physical course and subject reading management for academic and library staff. A streamlined and efficient workflow would encourage academic staff to put resources into the ereserve system rather than bypassing it to load content directly into the learning management system. 2. Improve copyright compliance through better copyright monitoring and reporting 3. Improve the student experience using course and subject reading lists by providing seamless, consistent and timely access to course and subject readings and resources. 4. Enable discovery and use of library resources including those acquired by commercial licences, open access, and learning objects created by LIS and other JCU staff through improved monitoring of course and subject materials used by students. The specific abilities we wanted included: Ability to manage various file types such as documents, pictures and videos; Usability (for academics, LIS staff, and students) Old system had very complicated workflow for academic staff and library staff Ability to integrate with the University’s learning management system, Blackboard, i.e., single sign-on Ability to change content availability status such as draft, active, inactive or archived Ability to provide product support after implementation Simplify metadata processing steps to improve content search and content accessibility; and Content copyright validation based on Australian Copyright regulations, the Copyright Agency Limited (CAL), with varying levels of applicability around the world.
- The transition from our old ereserve system, called Masterfile or Reserve online really began around 2012/2013. We were increasingly dissatisfied with Masterfile and the associated workflows. There were incompatibilities with Blackboard that were only getting more difficult to work around, and academic use was drifting down-largely due to the complexities involved in getting material into Masterfile and linking it to LearnJCU subject sites. A project was proposed in 2014 to replace Masterfile with a system that provided both Course Readings and Digital Learning Objects this was approved by ICTAC. Concept documents were finalized 2015. Following this in 2016 an initial RFT was issued, and a suitable product was chosen, unfortunately the software owner announced divestment of the product before any contract was signed. This leads us into 2017. (double click to get animation effect to next slide)
- In 2017 the project was re-scoped to just cover course readings, this involved a review of our requirements. Additionally a deadline of December 2017 was imposed, due to the Digital Transformation Project: the migration of Blackboard to the SAAS platform taking place in our Learning Management-which would render Masterfile unusable. In the 2nd quarter of the year with our revised business case we began the process for a closed tender, this was followed by demonstrations, based on which we selected TALIS, then procurement and the ‘legal stuff’. While this was happening JCU Online was launched in the new Ultra platform-requiring some serious work on our part to ensure access to readings during the transition from Masterfile to TALIS. Due to the tight timelines our tenancy document lodged while contract negotiations were in progress and the initial training took place in November 2017. Throughout this procurement stage we met with SME group to include academics in decision making. In December 2017 we embarked on a massive communication project to all academics asking for them to provide their reading lists (or to confirm that they still required their Masterfile material), this was particularly difficult due to the time of year. Over the course of 8 weeks from initial general staff training in December to the launch of Readings for the first study period in 2018 LIS staff created 283 reading lists, with 9749 items, including processing 1316 scan requests in TADC. [SB] 2017 – [split into 4 quarters – 1st ¼ review and rescoping; 2nd ¼ revised business case and process for closed tender; 3rd ¼ demonstrations and product selection/procurement/legal stuff; 4th ¼ gearing up, training, communication with stakeholders, SME group, migration, documentation etc. 1st ¼ 2018 launch, go live, digitisation, training and communication with stakeholders) Third choice – initial choice fell through which led to a re-scope in the project, chose another product that more fully integrate September 2017 – chose ereserve initially but due to small size of company this was rejected by financial department October 2017 – settled on Talis Aspire and began procurement process with v. little time until deadline October 2017 – JCU Online launches on Blackboard Ultra (not compatible with Masterfile) November 2017 – TARL Training provided by TALIS December 2017 - Communicated with academics to update readings in preparation for Readings roll-out Dec 2017-Mar 2018 massive manual input of of data from Masterfile and entry of new data into Readings – list creation, adding items, and digitization requests/ scanning (all staff involved) 2018 – Digital transformation initiated (more in this later) February 2018- went live Readings fully to the rest of the university (283 lists with 9749 items and 1316 scans in TADC) 2018- continual updates and improvements as we come to understand the system more
- In 2017 the project was re-scoped to just cover course readings, this involved a review of our requirements. Additionally a deadline of December 2017 was imposed, due to the Digital Transformation Project: the migration of Blackboard to the SAAS platform taking place in our Learning Management-which would render Masterfile unusable. In the 2nd quarter of the year with our revised business case we began the process for a closed tender, this was followed by demonstrations, based on which we selected TALIS, then procurement and the ‘legal stuff’. While this was happening JCU Online was launched in the new Ultra platform-requiring some serious work on our part to ensure access to readings during the transition from Masterfile to TALIS. Due to the tight timelines our tenancy document lodged while contract negotiations were in progress and the initial training took place in November 2017. Throughout this procurement stage we met with SME group to include academics in decision making. In December 2017 we embarked on a massive communication project to all academics asking for them to provide their reading lists (or to confirm that they still required their Masterfile material), this was particularly difficult due to the time of year. Over the course of 8 weeks from initial general staff training in December to the launch of Readings for the first study period in 2018 LIS staff created 283 reading lists, with 9749 items, including processing 1316 scan requests in TADC. [SB] 2017 – [split into 4 quarters – 1st ¼ review and rescoping; 2nd ¼ revised business case and process for closed tender; 3rd ¼ demonstrations and product selection/procurement/legal stuff; 4th ¼ gearing up, training, communication with stakeholders, SME group, migration, documentation etc. 1st ¼ 2018 launch, go live, digitisation, training and communication with stakeholders) Third choice – initial choice fell through which led to a re-scope in the project, chose another product that more fully integrate September 2017 – chose ereserve initially but due to small size of company this was rejected by financial department October 2017 – settled on Talis Aspire and began procurement process with v. little time until deadline October 2017 – JCU Online launches on Blackboard Ultra (not compatible with Masterfile) November 2017 – TARL Training provided by TALIS December 2017 - Communicated with academics to update readings in preparation for Readings roll-out Dec 2017-Mar 2018 massive manual input of of data from Masterfile and entry of new data into Readings – list creation, adding items, and digitization requests/ scanning (all staff involved) 2018 – Digital transformation initiated (more in this later) February 2018- went live Readings fully to the rest of the university (283 lists with 9749 items and 1316 scans in TADC) 2018- continual updates and improvements as we come to understand the system more
- Large user support community Ideas forum-where we can see what stage a request/idea is at Continuous improvement processes Compatibility with Blackboard SAAS and Ultra Integrates with our authentication system-to the point where roles are automatically assigned in TALIS based on user roles in our system Proven network stability Allows for greater level of Copyright compliance compared to previous system Links with library catalogue & Co-Op bookshop which supports student experience Modern and user friendly interface Looking forward to the new Editing interface Greater opportunities for stakeholder engagement (e.g. academic staff) Timely response from TALIS support and bootcamp teams to issues and problems and regular communication from Bec Carruthers in Oz
- The Good Starting on a high note- what worked well Not sure workflow was a positive given that TADC doesn't sync?? Maybe relative ease of use for academic staff is an alternate positive VL Control and flexibility Initially LIS staff were creating all lists based on lists sent by academics (those who responded) or based on what was already in Masterfile where we could not get in touch with lecturers. So we had full control of metadata quality Nearly all library staff were involved across both campuses throughout the implementation process Communication & Training (Meetings in person, Basecamp, phone, with the JCU community) Basecamp project management platform Regular meetings with TALIS as well as with just our project team members Collaboration with ICT and LTSE-This project encouraged collaboration with our colleagues in ICT and LTSE Encouraged communication and collaboration with our Singapore campus, Talis is potentially a way to improve the One University, Two countries, Three locations. (I.e. improving the student experience) Training: LibGuide, Drop-ins, ‘at elbow’, group training in their areas: this is ongoing Staff would send in requests for single items to be added to their reading lists. We provided information on the libguide on how to edit lists and add to lists so that staff could take ownership of the list creation process. Also, in the old system, only library staff could add to, or delete from, the database – which added a time cost (had to create a request, wait for library to action it during business hours). Academic staff can now add, edit and link whenever they are working. Workflow (LibAnswers) Basecamp project management platform Using LibAnswers from Springshare to manage our Workflow, used tags to identify where in a process a list was. Used it to send many emails at once Confluence procedures – constant updates
- The Numbers Add a hourglass-with the time frame With limited staff, working extra hours, we managed to create 283 lists. This was based on existing lists in Masterfile that we knew would be taught in SP1, as well as the few lists we received from academics after our call out. A total of 9749 bookmarks were added to lists in the implementation period (considering our existing total is 22093 that is quite a feat) This included 1316 digitization requests. Sam add time frame here – 8 week period of time inc xmas and new year shut down and staff absences – use hour glass – clock
- The hard work and hours the LIS staff in both Cairns and Townsville put in did not go unnoticed by our academic collegues. We received many message of thanks and appreciations. “Thank you Vaurian, I appreciate the promptness of doing this service.” “Thank you Vaurian, Know it must be crazy busy for you all at the moment so really appreciate all the help you have provided.” “Thanks for this email. I see that other sites have been transferred over which is great. “ “Hello and thank you in advance for your work.” “Gosh you are quick! Thank you so much.” “Appreciate that. Please have a safe and restful Christmas and may 2018 be a good year for you.” “You are doing me a big favour so I am happy to come to the library” “Hope that’s not too much inconvenience, and thanks again for your support.” “Dear Library, thank you for my excellent Readings! “
- [Funeral Dirge] Could lose this altogether is it doesn’t fit? OR move it elsewhere? This was our cry to grab the attention of academics who, understandably, had all but switched off in the lead-up to Christmas. Unfortunately due to circumstances beyond our control this festive time of year was our crucial time in implementation when we needed to learn how to use TALIS, make decisions around how we wanted it to look and work, create workflows and assign tasks-AND then migrate the necessary material from the old system to the new. There was no opportunity for a soft launch for us, as our contract with Masterfile was coming to an end and we would no longer be able to provide access to the material there.
- The bad-black hats Bad time of year-many staff on leave/unavailable Difficulty in getting academic staff engaged Bit of a delay in some instances getting a response due to time differences between UK and Australia. But when we brought this to TALISs attention they worked to be more responsive to our queries What content to include on reading lists? While the previous system was only for scans of chapters and articles, staff presumed this was simply a replacement system so took time to understand that they should include all readings (including listing required texts, webpages, online documents, etc) on the readings list. What content to include, part 2 Staff would sometimes request chapters or articles that we did not have in the collection (they had not checked the catalogue) and would not think to bring the item to the library until we then spent time asking if they had the item and then requesting they bring it to the library for scanning. Sometimes they created a link to an article for a journal they subscribed to, so students would be unable to access it. While staff received lists of what content was in the Masterfile database, many did not take the opportunity to review their list before requesting library staff create a Readings list. This resulted in unnecessary work (adding, digitising) being done by library staff when academic staff then requested library staff delete various items, or rearrange the list (we subsequently trained them to be able to do this themselves). Sometimes staff had left old items in Masterfile despite them being outdated. As Readings is linkable to LearnJCU, currency of items is paramount as staff link the list to their LearnJCU subject site and it is all visible. One of the biggest hurdles we faced was needing to fully rollout Readings within a couple of months from procurement. Needing to train staff in the system, make decisions around time-periods etc. and transfer all (necessary) material from Masterfile to TARL and TADC.
- The Ugly? These are those things that were messy to deal with. That required extra work on our part to make workable Rolling out as we were learning, so constantly updating and changing, sometimes on a daily basis to keep up. Material transferred was not always up to current standards so had to be re-scanned Information was provided to us on study period start dates and subjects offered (also available on website). These were not always accurate. We have no way of knowing at present without a lot of manual work on our part, which subject sites contain material in contravention of copyright so we are heavily reliant on cooperation from academic staff-which as many of you know is not always easy to get. The invitation to list publisher email not being customizable – we had to copy and paste content in for every list invitation. Feb 2018 (near end of initial implementation) 37% of academics hadn't accepted the role of publisher –often because the invitation was sent from the noreply@talis.com address and they ignored the email, thinking it was spam. This resulted in doubling up in communication – academic staff enquired about their list, we sent another invitation along with an email asking them to look for the email from noreply@talis.com Rollover: The actual rollover went pretty smoothly but due to misunderstandings about how TADC rollover works we realised we need to retroactivley change the way we arranged our time-periods. This was a lot of work-we manually updated the lists we had created then used some of our consult days to change the TADC request start and end dates to match. This is in the Ugly section as it was a labour heavy complex process. But now that it has been done our time-periods are a little more logical in relation to our teaching periods. There is not a lot of similarities/comparabilities with other institutions so even though we might use same LMS it is not that easy to emulate what someone else has done, seems very complicated part of the process. Can’t use REGEX to full capability to manage our time periods and hierarchy due to constraints in LMS setup. This limits matching capabilites of the LTI, causing more complexity than we would like. Had to find an alternative for Exam papers as they did not work with TADC Trying to make time-periods work; not having any exemplars to base our decisions on (problem with number of study periods trying to match these up with our time-periods)
- JCU decided on the advice of the Learning, Teaching & Student Engagement directorate that progress towards best practice in online and blended learning was not fast enough With the selection of BB Ultra as the next major upgrade to the LMS the Blended Learning and Innovation team put forward the Digital Transformation project and it was approved and accepted the goals were to not only use BBUltra's improved features such as improved responsiveness (eg for mobile access) and accessiblity (monochrome layout) but that thoughtful design and subject redesign would provide the best digital experience for students.
- Talis fits into the second of the key expectations that subjects are required to display to meet the baseline of the SDE This includes the requirement to use teaching materials including readings in accordance with Copyright legislation.
- Student Digital Experience and it’s influence on what we were doing and why There was an obvious link between the Transform project and using Talis and in relation to the SDE particularly the LTI tool to become an integral part of the baseline of the SDE Analytics ability to encourage engagement from academic staff to monitor student engagement Opportunity for LL and CS to Build relationships Making resources availability Masterfile-then perma-links –then LTI JCU Online (3rd party)- timing of launch of JCU online in relation to changeover from Blackboard SAAS to Ultra and change from Masterfile to Readings LTI Integration Digital transformation ‘project’? Stakeholders with little understanding of how it would work Keypath-JCU Online works with a third party provider with education designers who create the subject site. Readings does not work well with their style of design as it focuses on providing links to resources throughout a document as individual item links as opposed to sections. Even though links can be obtained for this they would need to be replaced each year as they would not ‘rollover’ in the same way the LTI link does.
- As if the process wasn't complicated enough JCU had also decided to launch online only course offerings through a separate program. This launched with BB Ultra in October 2017, earlier than any predicted start and Talis was not yet in place The dreaded workaround had to be used as obviously the SDE was a key component of the online only offerings This meant embedding deep links from Masterfile so that a typical hyperlink was inserted into the text on a page that directly opened in Masterfile avoiding the compatibility issues. Educational designers preferred this method! It suited their working style (using a separate site to create our subject sites so it was simpler and they liked it integrating into the pages, rather than the overlay opening that occurs). Student Digital Experience and it’s influence on what we were doing and why There was an obvious link between the Transform project and using Talis and in relation to the SDE particularly the LTI tool to become an integral part of the baseline of the SDE Analytics ability to encourage engagement from academic staff to monitor student engagement Opportunity for LL and CS to Build relationships Making resources availability Masterfile-then perma-links –then LTI JCU Online (3rd party)- timing of launch of JCU online in relation to changeover from Blackboard SAAS to Ultra and change from Masterfile to Readings LTI Integration Digital transformation ‘project’? Stakeholders with little understanding of how it would work Keypath-JCU Online works with a third party provider with education designers who create the subject site. Readings does not work well with their style of design as it focuses on providing links to resources throughout a document as individual item links as opposed to sections. Even though links can be obtained for this they would need to be replaced each year as they would not ‘rollover’ in the same way the LTI link does.
- Goals for this year To have all 1st year subjects with a reading list To have all JCU online subjects with a list Associated academics to be trained in Readings Streamline our LibGuide to make it easy to use and easy to update when changes occur (as they inevitably do) [copyright compliance] [digital transformation, SDE story and working with LTSE on project to migrate all subjects to Ultra)