The Assessment Journey Programme at Sheffield Hallam University is continuing its progress towards delivering the changes needed to provide a seamless, improved and effective assessment experience for students and staff.
Client Insights - Glasgow Caledonian University: Marks Integration and the Di...BlackboardEMEA
The concept of the digital university is often raised as a major issue within HE developments. Many universities have digital elements but still operate on a pre-digital basis. This webinar will outline how the piloting of the Grades Journey Solution at Glasgow Caledonian University is a microcosm of what a university has to address if it claims to be digital. Jim will share the results of their pilot and the intended outcome e.g. a simplified workflow for the single input of grades and their extraction into the SIS.
Accessibility Webinar: Making Blackboard Modules and Content Accessible for AllBlackboardEMEA
To support the changes to Disabled Students’ Allowance (DSA) provision meaning English universities need to be ready and able to support learners by September 2016 this presentation provides an overview of inclusive classrooms and outlines the benefits and challenges faced in implementing them.
They will also help institutions towards achieving inclusivity and best practice for all learners through their online and face to face classrooms and provide a practical framework to:
• Assess their pedagogy
• Review their existing content
• Evaluate their institution's technology
http://webinars.blackboard.com/accessibility
Presenter: Ciara Duffy
Organisation: South West College
Description: South West College have introduced a new student enhancement initiative called the “SWC Virtual Academy” which is student-centered, interactive, engaging and available 24/7.
The Academy, which is hosted on Blackboard Learn, provides a series of online programmes designed to prepare students for future employment by building their expertise in core skills using today’s most popular technologies. Students can choose from a wide variety of fully online or blended programmes including: Employability, Entrepreneurship, Business Start-up, Digital Skills and Study Skills. Over 10,000 digital badges have been awarded to students for the successful completion of individual courses/programs since September 2015. This session will encourage educators to reflect on how the student delivery models are evolving.
Blackboard as an Integrated Part of the Learning Environment and Student Expe...Blackboard APAC
Like all universities across the globe the University of Westminster is faced with major changes in student expectations and the role that technology has to play in curriculum delivery and the overall student experience. In 2013 the University initiated its Learning Futures program with the aim of transforming learning and teaching at the institution. Central to the transformation is an aim to make blended learning, through the use of technology, more the norm rather than the exception. To facilitate this shift in delivery approach across all subject areas, Westminster has and continues to make significant investment in both its virtual and physical environment in efforts to better integrate the online and face-to-face experience.
Improving 180 Blackboard Sites in 180 Days - Christian King & Sandra Thwaites...Blackboard APAC
At many universities, the Blackboard subject site is the primary interface for the student learning experience. If the site is poorly organised, students do not know how to navigate the learning experience, such as when to engage with what content. If assessment criteria are minimally indicated, the quality of submissions suffers. If no tools are used to foster interaction, the learning experience becomes isolating. Conversely, when Bb sites are effectively designed and maintained, the quality of the student learning experience tends to be high. The quality of Bb sites varies across universities and within programs of study. Students who experience a well-designed site in their first semesters come to expect this standard in subsequent semesters.
Bond University thereby undertook a whole-of-university strategic priority project to improve 180 Bb subject sites in 180 days. Associate Deans (Learning & Teaching) in each faculty selected the sites. The initial quality of the sites varied, with many assessed as initially high quality, meaning that improvement meant moving from strength to strength and focusing on elements such as increasing elements of technology enhanced learning. The co-facilitators of this presentation are the academic developers who worked one-on-one with each of the participating academics. Therefore, from their perspectives, the key takeaways for attending delegates will be:
- Identification of challenges and stumbling blocks, as well as success strategies
- Checklists and professional development materials
- Illustration of before and after improvements as exemplars
- Ideas for increasing elements of technology enhanced learning
- Templates for emails, announcements and other communications
Workshop: Setting the Foundations for an Iterative Course Evolution Model – A...Blackboard APAC
Elements of exemplary course design are well documented and readily accessible from various resources. Most notable are the Blackboard Exemplary Course Program (http://bit.ly/2jCURRd) and the Quality Matters Rubrics and Standards (http://bit.ly/2jdtwTG). While these are excellent resources that outlines the goals and standards to improve the learning experience of students in an online or blended course environment, workload associated with its deployment and management is difficult to evaluate.
With increasing strain on teaching and learning support teams within institutions, this exacerbates the challenge faced by instructors and academics of HOW to approach improving their courses in a scalable and manageable way.
This workshop will focus on facilitating participants in the development of a course evolution and management framework. The goal is to guide participants in establishing a unique set of foundations for course design, upon which iterative improvements can be planned and executed in a manageable manner. These can then be mapped against relevant Exemplary Course Design Rubric elements to create short-, mid-, and long-term milestones.
TLC2016 - Assessment Journey: a programme to enhance the educational experien...BlackboardEMEA
Presenter: Brian Irwin
Organisation: Sheffield Hallam University
Description: The Assessment Journey Programme at Sheffield Hallam University (UK) is continuing its progress towards delivering the changes needed to provide a seamless, improved and effective assessment experience for students and staff.
Within this session we will present on the changes needed in order to shape our institutional vision for assessment and the technology required within it. We will share our experiences of exploiting Blackboard solutions (including the Grades Journey) to implement the technological future state for online management of assessment, and report on the lessons learned and the challenges faced around merged enrolments, extension management, and reassessment.
Client Insights - Glasgow Caledonian University: Marks Integration and the Di...BlackboardEMEA
The concept of the digital university is often raised as a major issue within HE developments. Many universities have digital elements but still operate on a pre-digital basis. This webinar will outline how the piloting of the Grades Journey Solution at Glasgow Caledonian University is a microcosm of what a university has to address if it claims to be digital. Jim will share the results of their pilot and the intended outcome e.g. a simplified workflow for the single input of grades and their extraction into the SIS.
Accessibility Webinar: Making Blackboard Modules and Content Accessible for AllBlackboardEMEA
To support the changes to Disabled Students’ Allowance (DSA) provision meaning English universities need to be ready and able to support learners by September 2016 this presentation provides an overview of inclusive classrooms and outlines the benefits and challenges faced in implementing them.
They will also help institutions towards achieving inclusivity and best practice for all learners through their online and face to face classrooms and provide a practical framework to:
• Assess their pedagogy
• Review their existing content
• Evaluate their institution's technology
http://webinars.blackboard.com/accessibility
Presenter: Ciara Duffy
Organisation: South West College
Description: South West College have introduced a new student enhancement initiative called the “SWC Virtual Academy” which is student-centered, interactive, engaging and available 24/7.
The Academy, which is hosted on Blackboard Learn, provides a series of online programmes designed to prepare students for future employment by building their expertise in core skills using today’s most popular technologies. Students can choose from a wide variety of fully online or blended programmes including: Employability, Entrepreneurship, Business Start-up, Digital Skills and Study Skills. Over 10,000 digital badges have been awarded to students for the successful completion of individual courses/programs since September 2015. This session will encourage educators to reflect on how the student delivery models are evolving.
Blackboard as an Integrated Part of the Learning Environment and Student Expe...Blackboard APAC
Like all universities across the globe the University of Westminster is faced with major changes in student expectations and the role that technology has to play in curriculum delivery and the overall student experience. In 2013 the University initiated its Learning Futures program with the aim of transforming learning and teaching at the institution. Central to the transformation is an aim to make blended learning, through the use of technology, more the norm rather than the exception. To facilitate this shift in delivery approach across all subject areas, Westminster has and continues to make significant investment in both its virtual and physical environment in efforts to better integrate the online and face-to-face experience.
Improving 180 Blackboard Sites in 180 Days - Christian King & Sandra Thwaites...Blackboard APAC
At many universities, the Blackboard subject site is the primary interface for the student learning experience. If the site is poorly organised, students do not know how to navigate the learning experience, such as when to engage with what content. If assessment criteria are minimally indicated, the quality of submissions suffers. If no tools are used to foster interaction, the learning experience becomes isolating. Conversely, when Bb sites are effectively designed and maintained, the quality of the student learning experience tends to be high. The quality of Bb sites varies across universities and within programs of study. Students who experience a well-designed site in their first semesters come to expect this standard in subsequent semesters.
Bond University thereby undertook a whole-of-university strategic priority project to improve 180 Bb subject sites in 180 days. Associate Deans (Learning & Teaching) in each faculty selected the sites. The initial quality of the sites varied, with many assessed as initially high quality, meaning that improvement meant moving from strength to strength and focusing on elements such as increasing elements of technology enhanced learning. The co-facilitators of this presentation are the academic developers who worked one-on-one with each of the participating academics. Therefore, from their perspectives, the key takeaways for attending delegates will be:
- Identification of challenges and stumbling blocks, as well as success strategies
- Checklists and professional development materials
- Illustration of before and after improvements as exemplars
- Ideas for increasing elements of technology enhanced learning
- Templates for emails, announcements and other communications
Workshop: Setting the Foundations for an Iterative Course Evolution Model – A...Blackboard APAC
Elements of exemplary course design are well documented and readily accessible from various resources. Most notable are the Blackboard Exemplary Course Program (http://bit.ly/2jCURRd) and the Quality Matters Rubrics and Standards (http://bit.ly/2jdtwTG). While these are excellent resources that outlines the goals and standards to improve the learning experience of students in an online or blended course environment, workload associated with its deployment and management is difficult to evaluate.
With increasing strain on teaching and learning support teams within institutions, this exacerbates the challenge faced by instructors and academics of HOW to approach improving their courses in a scalable and manageable way.
This workshop will focus on facilitating participants in the development of a course evolution and management framework. The goal is to guide participants in establishing a unique set of foundations for course design, upon which iterative improvements can be planned and executed in a manageable manner. These can then be mapped against relevant Exemplary Course Design Rubric elements to create short-, mid-, and long-term milestones.
TLC2016 - Assessment Journey: a programme to enhance the educational experien...BlackboardEMEA
Presenter: Brian Irwin
Organisation: Sheffield Hallam University
Description: The Assessment Journey Programme at Sheffield Hallam University (UK) is continuing its progress towards delivering the changes needed to provide a seamless, improved and effective assessment experience for students and staff.
Within this session we will present on the changes needed in order to shape our institutional vision for assessment and the technology required within it. We will share our experiences of exploiting Blackboard solutions (including the Grades Journey) to implement the technological future state for online management of assessment, and report on the lessons learned and the challenges faced around merged enrolments, extension management, and reassessment.
TLC2016 - Using badges to motivate and engage studentsBlackboardEMEA
Presenter: Inger-Marie Falgren Christensen
Organisation: University of Southern Denmark
Description: The gap between educational institutions and students is widening. Many institutions maintain traditional methods and adopt new at a slow pace. Some educators and developers are looking to gamification to bridge the gap. This workshop will help participants’ explore the potential of badges in education.
An introduction to badges and the purposes of using these in education will be provided. Ways of integrating badges into courses will be explained. Furthermore, the process of designing and issuing badges in Blackboard Learn will be demonstrated.
Participants will get the opportunity to discuss how badges can be integrated in their context, share examples and design badges for their own students.
Using Analytics for Institutional Transformation - Dr. Yvette Mozie-Ross - Un...Blackboard APAC
To achieve its strategic goals, UMBC realized it needed to become a more data-driven institution by deploying more sophisticated tools and procedures to help staff find and analyze data in a timely way. Specifically, the university needed ways that users could develop accurate and easily configurable reports to support operational management decisions and strategic analysis, which a data warehouse made possible. In this talk, Dr. Mozie-Ross will describe how UMBC successfully implemented its data warehouse by resolving campus-wide issues with buy-in, IT partnering with IR, governance, and cost.
TLC2016 - Reviewing Blackboard sites to raise minimum engagment across the in...BlackboardEMEA
Presenter: Brian Irwin
Organisation: Sheffield Hallam University
Description: In 2013 Sheffield Hallam University approved a set of minimum expectations which outlined what should be on each Blackboard course. In preparation for these expectations becoming policy in 2015, we hired graduate interns to review every taught module (over 3000) and create reports about how well they meet the expectations.
During this session we will explain how the minimum expectations were developed. We will describe the review process, highlighting challenges faced and providing recommendations for others. We will share some high level findings of the reviews and example anonymised reports at different levels (e.g module, departmental, faculty). Finally we will explain how we are using the reviews to inform staff development and the feedback we have gotten on the reviews so far.
TLC2016 - Mobile moments: how the modern student makes learning their ownBlackboardEMEA
Presenter: Phil Rothwell
Organisation: Liverpool John Moores University
Description: Mobile is regarded as a truly disruptive technology and its application within teaching can still divide educators. That said its popularity, particularly with the so called ""Millennials"" is undoubtedly huge and continually growing, so it is important to identify how today's student is engaging with mobile technology and to try to draw some conclusions about what this might mean.
At Liverpool John Moores University we've set about this by examining what students have been doing and where, within the constraints of ""Mobile Moments"" or brief windows in which the learner completes small tasks pertaining to their studies. This investigation formed part of a broader survey into device ownership and student Mobile learning.
TLC2016 - Power Using' Blackboard for purely online learnersBlackboardEMEA
Presenter: Nathalie Thorne
Organisation: Leeds Beckett University
Description: The Distance Learning Unit at Leeds Beckett have been described as 'power users' of our Blackboard installation. Since 2012 we have revolutionised how our academics deliver an integrated learning experience for purely online learners, with our instructional design team utilising various tools and techniques available in Blackboard to produce interactive, enjoyable and rewarding modules for our learners.
This session will demonstrate our distance learning style, showing how we have used discussion boards, wikis and other tools to create an immersive experience for our learners.
TLC2016 - Learning Analytics - One Universities Journey BlackboardEMEA
Presenter: Sandra Stevenson-Revill
Organisation: University of Derby
Description: Over the years there have been lots of discussions on using data to understand learning content. UDOL are taking the next step, using analytics to understand their online provision and the impact that has on learners. This presentation will outline why the Blackboards Analytics tool, how we implemented and timescales involved. Focusing on the use of the tool within UDOL which is responsible for Derby's online provision. We will show you some of the reports and discuss how we are using them. This is continuing our sequence of presentations on UDOL's use of Blackboard Learning Analytics tools.
TLC2016 - Exchange of experience through (Blackboard):A tool to develop facul...BlackboardEMEA
Presenter: Rasha Malik
Organisation: Dar Al Hekma
Description: This research titled as “Exchange ofexperience through (Blackboard):A tool to develop faculty’ skills in Innovative learning”has been developed by a team from Dar AlHekma University in academic year 2014-2015. Thisresearch aims to expand the scientific communication and exchange of experiences between faculties across different departments and combinethe traditional teaching methods with the newest teaching ways that depends on technology(Blended learning).
A presentation on the use of online Assessment Diaries at Glamorgan. The presentation will enable the viewer to understand the logistical process of gathering assessment deadlines and feedback dates and how these are brought together for a student and staff overview of the Assessment Diaries. Participants will be invited to discuss the feasibility of transferring this approach into their institution.
TLC2016 - Driving Up Quality. Improving the quality of Blackboard Learn cours...BlackboardEMEA
Presenters: Danny Monaghan & Peter Mella,
Organisation: University of Sheffield
Description: This session will describe how we created a programme to help and promote development of quality course material in Blackboard Learn, by creating an exemplary course programme based on Blackboard’s. We will show delegates how we started this process, and how we are attempting to create a small and self-sustaining community of academics who are actively looking to develop high quality course content that don’t require large scale support, by using the tools available in Learn rather than relying on a high level of technical knowledge or external software packages to create rich content. We will conclude by looking to the future, and show where we would like this work to take us.
Innovative Uses of In-video Assessments and Video Analytics for Blackboard an...Blackboard APAC
As video becomes an increasingly common content delivery type, the question arises how to take best advantage of this medium. Very important is how to know that learners actually *understand* what they watch, not just that they watch or how much they watch. The best way to do this is with in-video assessments, provided as part of the standard offering by Kaltura.
In this presentation we will discuss basic use models for in-video assessments, but also discuss more advanced uses, and how to turn OER video content, student-generated videos, and even imperfect video performances into valuable teaching moments.
Finally, we will discuss how video analytics can be generated, and evaluated, including using them for adaptive learning experiences.
Blackboard’s annual gathering of leading educators from Australia and New Zealand to discuss the future of learning and opportunities for higher education. Katie is deeply committed to leveraging Blackboard’s innovative technologies and services in order to partner with the global education community and enable student and institutional success. Blackboard’s core values of integrity, excellence, innovation and accountability resonate deeply with Katie.
Students' Acceptance of Blackboard as an LMS - Dr. Lee Kar Ling - INTI Intern...Blackboard APAC
The main focus of the presentation is to provide empirical information to support the students' acceptance of Blackboard as an LMS (Learning Management System) to help students to learn better. INTI International University has been using Blackboard to promote and strengthen Blended Learning, and has faced extensive resistance from both students and academic staff at its inception. However, the research now shows that students are increasingly adopting Blackboard as an LMS and are picking up the needed skills for more effective Blended Learning. Although there are still challenges ahead for the University, the Positiveness displayed is most encouraging, and we will continue to strive to make Blended Learning via the employ of Blackboard as the LMS a norm.
TLC2016 - Taking assessments and examinations to the next level: AlephQBlackboardEMEA
Presenter: Christine Lippens
Organisation: Universiteit Antwerpen
Description: It is often a challenge to educators to offer high quality assignments and quizzes in the context of blended learning. As a rule, intra-term assigments do not generate a lot of student engagement or enthusiasm, unless they match what students can expect on their actual final exam. And even if this is the case, additional incentives are often needed to ensure student participation. Over the past 5 years, Antwerp University has been succesfull in implementing technology driven solutions to achieve this, with degrees of participation exceeding 90% and significant improvement in exam results, without having to compromise on academic content.
Presenter: Tony Churchill
Organisation: De Montfort University
Description: This session provides a brief introduction to the principles of Universal Design for Learning (UDL) and its implications for delivery in Higher Education both online and face-to-face. UDL is being implemented at De Montfort University (Leicester, UK) to enhance learning and teaching for ALL our students. DMU’s application of the principles of UDL seeks to provide an inclusive experience using the Blackboard learning environment, whilst addressing reductions in government funding for disabled students.
TLC2016 - Digicouching pedagogy in online learning on Humak University of App...BlackboardEMEA
Presenter: Paivi Timonen
Organisation: Humak - Humanistic University of Applied Sciences
Description: The Humak University of Applied Sciences runs online learning on Moodle/Moodlerooms and online webinars (Adobe Connect /Collaborate). Pedagogical aim is couching pedagogy which Humak has developed for the purpose to develop socio constructive learning. Studies are on digital environments. For supporting learning on small groups Humak uses real time webinars. For real time webinars we have developed a pedagogical path for activating and deepening students learning. Humak has recent experience on cMOOCs (Constructive Massive Online Courses).
TLC2016 - A showcase of using BB LEARN in large coursesBlackboardEMEA
Presenter: Robert Rozier
Organisation: Hanze University Groningen
Description: At the School of Communication Media and IT eduction is structured in integrated domains.
Web programming is one of these domains. Students have to attend a number of different courses. Courses are subdivided into lectures and practicals, demand that online instructional videos are to be viewed and have formative tests at regular intervals. The ramifications are that heavy burden is placed on the LMS since it has to both incorporate all the different courses, projects, assignments, and has to allow for attendance registration. The number of users and of roles is high. We will present a show case of how to structure a course in BB thus reducing this complexity especially for instructors.
TLC2016 - Turning Blackboard Learn into a Digital Examination Platform: lesso...BlackboardEMEA
Presenters: Walter Roosels & Geert De Schutter
Organisation: Universiteit Antwerpen voor Associatie Antwerpen
Description: Once your institution has decided to make a shift towards (more) online examinations, these are the most important aspects that have to been taken in consideration before 'shaping' the Digital Examination Platform:
-Benefits of digital examinations
-Organisation of digital examinations
-What testsoftware to use?
-Security
-Computer and examination infrastructure
-Teacher support
University of Antwerp shares her 8 years experience implimenting digital examinations, using an agile solution: Blackboard Learn & our own examination Building Block.
Forging Stronger Partnerships Between Teachers and Students - Abigail Joy Rod...Blackboard APAC
At only 15 months after its adoption of Blackboard Learn, Malayan Colleges Laguna (MCL) has been breaking barriers in learning and creating new paths for student achievement. In this presentation, they will share about their experiences in adoption, the solutions that surfaced after a school-wide adoption of Blackboard Learn,their tiny victories in attempting to curb resistance in the adoption of a new learning management system, and, more importantly, the partnerships that they have forged this far into the journey. They understand that institutions in the earlier stages of adoption experience similar difficulties and they hope to ease each other's burdens by sharing lessons, solutions and triumphs.
Efficiency in teaching using these 5 Moodlerooms tools and tips | Grant Beeve...Blackboard APAC
Leave the administration burden behind and focus on great teaching. We’ll cover how you can get grading done faster, automate tasks and notifications, and generate awesome reporting, among others.
Standardising navigation in Blackboard sites to improve the Student experienc...Blackboard APAC
Feedback from students calling for a consistent look and feel in Blackboard (Interact 2) subject sites has resulted in Charles Sturt University (CSU) investigating the development and implementation of a standardised template.
The presentation will discuss the background to the project including what, when, and why in terms of template and cover feedback from staff and students that have used the templates. Discussion will be garnered from the audience on their thoughts on our implementation process.
Developing a system function future state for online management of assessmentBlackboardEMEA
The Assessment Journey Programme at Sheffield Hallam University has been formed to investigate, define and deliver the changes needed to provide a seamless and improved assessment experience for students and staff, and improve the operational effectiveness of assessment and feedback delivery.
Working with students and staff as well as engaging with the JISC EMA Project, the Programme has developed a clear picture of what we currently do, and has identified good practices and the changes needed in order to shape the institutional vision for assessment and the technology required within it.
During this workshop, we will share Sheffield Hallam University’s principles and vision for assessment and the resulting lifecycle developed to frame and describe the assessment experience of each stage of the lifecycle and for each set of stakeholders, and how this will develop the Programme’s shape, the sequence of delivery and its component projects. We will also report on the proposed technological future state for online management of assessment, which builds on successful initiatives at the University to research, develop and promote efficient and effective assessment and feedback strategies through the use of Blackboard solutions. Using the lifecycle and the future state model, participants will be asked to reflect on how these look for their own institutions, and consider how Blackboard might realise the future state for online management of assessment through existing functionality or bespoke customisations.
TLC2016 - Using badges to motivate and engage studentsBlackboardEMEA
Presenter: Inger-Marie Falgren Christensen
Organisation: University of Southern Denmark
Description: The gap between educational institutions and students is widening. Many institutions maintain traditional methods and adopt new at a slow pace. Some educators and developers are looking to gamification to bridge the gap. This workshop will help participants’ explore the potential of badges in education.
An introduction to badges and the purposes of using these in education will be provided. Ways of integrating badges into courses will be explained. Furthermore, the process of designing and issuing badges in Blackboard Learn will be demonstrated.
Participants will get the opportunity to discuss how badges can be integrated in their context, share examples and design badges for their own students.
Using Analytics for Institutional Transformation - Dr. Yvette Mozie-Ross - Un...Blackboard APAC
To achieve its strategic goals, UMBC realized it needed to become a more data-driven institution by deploying more sophisticated tools and procedures to help staff find and analyze data in a timely way. Specifically, the university needed ways that users could develop accurate and easily configurable reports to support operational management decisions and strategic analysis, which a data warehouse made possible. In this talk, Dr. Mozie-Ross will describe how UMBC successfully implemented its data warehouse by resolving campus-wide issues with buy-in, IT partnering with IR, governance, and cost.
TLC2016 - Reviewing Blackboard sites to raise minimum engagment across the in...BlackboardEMEA
Presenter: Brian Irwin
Organisation: Sheffield Hallam University
Description: In 2013 Sheffield Hallam University approved a set of minimum expectations which outlined what should be on each Blackboard course. In preparation for these expectations becoming policy in 2015, we hired graduate interns to review every taught module (over 3000) and create reports about how well they meet the expectations.
During this session we will explain how the minimum expectations were developed. We will describe the review process, highlighting challenges faced and providing recommendations for others. We will share some high level findings of the reviews and example anonymised reports at different levels (e.g module, departmental, faculty). Finally we will explain how we are using the reviews to inform staff development and the feedback we have gotten on the reviews so far.
TLC2016 - Mobile moments: how the modern student makes learning their ownBlackboardEMEA
Presenter: Phil Rothwell
Organisation: Liverpool John Moores University
Description: Mobile is regarded as a truly disruptive technology and its application within teaching can still divide educators. That said its popularity, particularly with the so called ""Millennials"" is undoubtedly huge and continually growing, so it is important to identify how today's student is engaging with mobile technology and to try to draw some conclusions about what this might mean.
At Liverpool John Moores University we've set about this by examining what students have been doing and where, within the constraints of ""Mobile Moments"" or brief windows in which the learner completes small tasks pertaining to their studies. This investigation formed part of a broader survey into device ownership and student Mobile learning.
TLC2016 - Power Using' Blackboard for purely online learnersBlackboardEMEA
Presenter: Nathalie Thorne
Organisation: Leeds Beckett University
Description: The Distance Learning Unit at Leeds Beckett have been described as 'power users' of our Blackboard installation. Since 2012 we have revolutionised how our academics deliver an integrated learning experience for purely online learners, with our instructional design team utilising various tools and techniques available in Blackboard to produce interactive, enjoyable and rewarding modules for our learners.
This session will demonstrate our distance learning style, showing how we have used discussion boards, wikis and other tools to create an immersive experience for our learners.
TLC2016 - Learning Analytics - One Universities Journey BlackboardEMEA
Presenter: Sandra Stevenson-Revill
Organisation: University of Derby
Description: Over the years there have been lots of discussions on using data to understand learning content. UDOL are taking the next step, using analytics to understand their online provision and the impact that has on learners. This presentation will outline why the Blackboards Analytics tool, how we implemented and timescales involved. Focusing on the use of the tool within UDOL which is responsible for Derby's online provision. We will show you some of the reports and discuss how we are using them. This is continuing our sequence of presentations on UDOL's use of Blackboard Learning Analytics tools.
TLC2016 - Exchange of experience through (Blackboard):A tool to develop facul...BlackboardEMEA
Presenter: Rasha Malik
Organisation: Dar Al Hekma
Description: This research titled as “Exchange ofexperience through (Blackboard):A tool to develop faculty’ skills in Innovative learning”has been developed by a team from Dar AlHekma University in academic year 2014-2015. Thisresearch aims to expand the scientific communication and exchange of experiences between faculties across different departments and combinethe traditional teaching methods with the newest teaching ways that depends on technology(Blended learning).
A presentation on the use of online Assessment Diaries at Glamorgan. The presentation will enable the viewer to understand the logistical process of gathering assessment deadlines and feedback dates and how these are brought together for a student and staff overview of the Assessment Diaries. Participants will be invited to discuss the feasibility of transferring this approach into their institution.
TLC2016 - Driving Up Quality. Improving the quality of Blackboard Learn cours...BlackboardEMEA
Presenters: Danny Monaghan & Peter Mella,
Organisation: University of Sheffield
Description: This session will describe how we created a programme to help and promote development of quality course material in Blackboard Learn, by creating an exemplary course programme based on Blackboard’s. We will show delegates how we started this process, and how we are attempting to create a small and self-sustaining community of academics who are actively looking to develop high quality course content that don’t require large scale support, by using the tools available in Learn rather than relying on a high level of technical knowledge or external software packages to create rich content. We will conclude by looking to the future, and show where we would like this work to take us.
Innovative Uses of In-video Assessments and Video Analytics for Blackboard an...Blackboard APAC
As video becomes an increasingly common content delivery type, the question arises how to take best advantage of this medium. Very important is how to know that learners actually *understand* what they watch, not just that they watch or how much they watch. The best way to do this is with in-video assessments, provided as part of the standard offering by Kaltura.
In this presentation we will discuss basic use models for in-video assessments, but also discuss more advanced uses, and how to turn OER video content, student-generated videos, and even imperfect video performances into valuable teaching moments.
Finally, we will discuss how video analytics can be generated, and evaluated, including using them for adaptive learning experiences.
Blackboard’s annual gathering of leading educators from Australia and New Zealand to discuss the future of learning and opportunities for higher education. Katie is deeply committed to leveraging Blackboard’s innovative technologies and services in order to partner with the global education community and enable student and institutional success. Blackboard’s core values of integrity, excellence, innovation and accountability resonate deeply with Katie.
Students' Acceptance of Blackboard as an LMS - Dr. Lee Kar Ling - INTI Intern...Blackboard APAC
The main focus of the presentation is to provide empirical information to support the students' acceptance of Blackboard as an LMS (Learning Management System) to help students to learn better. INTI International University has been using Blackboard to promote and strengthen Blended Learning, and has faced extensive resistance from both students and academic staff at its inception. However, the research now shows that students are increasingly adopting Blackboard as an LMS and are picking up the needed skills for more effective Blended Learning. Although there are still challenges ahead for the University, the Positiveness displayed is most encouraging, and we will continue to strive to make Blended Learning via the employ of Blackboard as the LMS a norm.
TLC2016 - Taking assessments and examinations to the next level: AlephQBlackboardEMEA
Presenter: Christine Lippens
Organisation: Universiteit Antwerpen
Description: It is often a challenge to educators to offer high quality assignments and quizzes in the context of blended learning. As a rule, intra-term assigments do not generate a lot of student engagement or enthusiasm, unless they match what students can expect on their actual final exam. And even if this is the case, additional incentives are often needed to ensure student participation. Over the past 5 years, Antwerp University has been succesfull in implementing technology driven solutions to achieve this, with degrees of participation exceeding 90% and significant improvement in exam results, without having to compromise on academic content.
Presenter: Tony Churchill
Organisation: De Montfort University
Description: This session provides a brief introduction to the principles of Universal Design for Learning (UDL) and its implications for delivery in Higher Education both online and face-to-face. UDL is being implemented at De Montfort University (Leicester, UK) to enhance learning and teaching for ALL our students. DMU’s application of the principles of UDL seeks to provide an inclusive experience using the Blackboard learning environment, whilst addressing reductions in government funding for disabled students.
TLC2016 - Digicouching pedagogy in online learning on Humak University of App...BlackboardEMEA
Presenter: Paivi Timonen
Organisation: Humak - Humanistic University of Applied Sciences
Description: The Humak University of Applied Sciences runs online learning on Moodle/Moodlerooms and online webinars (Adobe Connect /Collaborate). Pedagogical aim is couching pedagogy which Humak has developed for the purpose to develop socio constructive learning. Studies are on digital environments. For supporting learning on small groups Humak uses real time webinars. For real time webinars we have developed a pedagogical path for activating and deepening students learning. Humak has recent experience on cMOOCs (Constructive Massive Online Courses).
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Presenter: Robert Rozier
Organisation: Hanze University Groningen
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Web programming is one of these domains. Students have to attend a number of different courses. Courses are subdivided into lectures and practicals, demand that online instructional videos are to be viewed and have formative tests at regular intervals. The ramifications are that heavy burden is placed on the LMS since it has to both incorporate all the different courses, projects, assignments, and has to allow for attendance registration. The number of users and of roles is high. We will present a show case of how to structure a course in BB thus reducing this complexity especially for instructors.
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Presenters: Walter Roosels & Geert De Schutter
Organisation: Universiteit Antwerpen voor Associatie Antwerpen
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-Benefits of digital examinations
-Organisation of digital examinations
-What testsoftware to use?
-Security
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-Teacher support
University of Antwerp shares her 8 years experience implimenting digital examinations, using an agile solution: Blackboard Learn & our own examination Building Block.
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The Assessment Journey Programme at Sheffield Hallam University has been formed to investigate, define and deliver the changes needed to provide a seamless and improved assessment experience for students and staff, and improve the operational effectiveness of assessment and feedback delivery.
Working with students and staff as well as engaging with the JISC EMA Project, the Programme has developed a clear picture of what we currently do, and has identified good practices and the changes needed in order to shape the institutional vision for assessment and the technology required within it.
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A contribution to INTERNATIONAL SEMINAR ON OPEN AND DISTANCE EDUCATION (SIEAD-BR 2018) 22nd October 2018.
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"Contribuições da Educação Aberta e à Distância para uma Educação Superior de Qualidade: presente e futuro"
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Organisation: University College Southern Denmark (UC Syd)
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Presenter: Chris Moore
Organisation: University of the West of England
Description: Authentic assessment has the potential to be very valuable, allowing for much more complex analysis of the students’ performance than traditional de-contextualised assessments.
On the other hand, online examinations under controlled conditions can be unviable for large student cohorts due to pressures on the real estate of the institution.
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Presenters: Birthe Aagesen & Karen Louise Møller
Organisation: Faculty of Arts, Aarhus University
Description: Presentation session (45 min) with time for questions.
The presentation will address:
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Organisation: Bristol University
Description: This session explores work implemented over several years at the University of Bristol to develop a scalable workflow for coursework assessment and feedback online.
The workflow combines technical and pedagogic planning to support lasting cultural change. This uses Blackboard packages, which can also support consistent provision of other activities across multiple courses.
This work was done to address key challenges in this area, including:
-meeting complex requirements in a consistent way
-needing a standard approach which is scalable across multiple courses
-ownership of the process by Schools to ensure sustainability
-easily updating content across many courses with minimum editing
Session covers policy, pedagogic approaches, engaging academic & administrative leads, and the process.
TLC2016 - Data for Students - A student-centred approach to analytics in LearnBlackboardEMEA
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Organisation: The University of Edinburgh
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Presenter: Teresa MacKinnon
Organisation: University of Warwick
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Organisation: Universiteit Antwerpen
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Organisation: KU Leuven
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The portal runs outside / on top of / alongside Blackboard.
It aggregates information from different sources
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Key features:
- Course list
- Inline access to updates, messages, settings
- Filter, search and customization tools:
- Favorites
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Key features:
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- Enhancements
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- Availability of courses and items
- Drag and drop
- ...
- Responsive design
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Organisation: Leeds Beckett University
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1. Assessment Journey: a
programme to provide a
seamless and improved
assessment experience for
staff and students
Brian Irwin, Jon Childs and Stuart
Hepplestone
(Sheffield Hallam University, UK)
2. 2
About this session
• By the end of this session, participants will:
– learn how the Assessment Journey Programme at Sheffield Hallam University is delivering a
seamless and improved assessment experience
– discover how Blackboard solutions are being exploited to implement the technological future
state for online management of assessment
– consider the challenges faced when implementing an ‘assessment journey’ to enhance the
educational experience and improve institutional effectiveness of assessment
2
3. 3
About Sheffield Hallam University
• 6th largest university in the UK
• Over 31,500 students (24,600 undergraduate and
6,900 postgraduate students)
• Over 2,150 academic staff
• 4 teaching faculties covering 18 academic
departments
3
4. 4
Assessment Journey Programme
• Supports the University Strategy by delivering a consistent, seamless and improved
assessment experience for students and staff supported by efficient and integrated processes
and systems
• Will provide a joined-up, end-to-end assessment lifecycle, supported by the use of technology,
to:
– deliver clear and accessible guidance and information around assessment design, marking and feedback
– provide a student course-wide view of upcoming, and results of completed, assessments (assessment portal)
– submit, and receipt the submission of, coursework online
– publish feedback and grades online
– deliver an integrated model for single mark entry
• Delivered over 3 years
• Two main projects: Assessment Design and Delivery (ADD); and Online Management of
Assessment (OMA)
4
5. 5
Assessment vision and lifecycle
5
Assessment is recognised as an integral part of the
University strategy
Assessments are designed around clear learner focused
principles
Expectations for assessment are clearly set around what
is required, how work will be assessed and when this will
be submitted
The assessment experience for students and staff is clear and
coherent, providing integrated processes and one point of
access for assessment related information
Students will primarily submit work online and will have
access to all feedback and their marks, online from a
single point of access
Feedback tools and resources are made available that
support staff to generate useful feedback for students
quickly and consistently
Marking criteria and practice is clear, fair and
transparent
Assessment processes are effective and efficient and
activities are automated as far as possible
There is single mark entry and a single authoritative data
source for marks and assessment data
Systems and processes should be intuitive and guide
students, academic and professional services staff
through the entire assessment cycle
Lifecycle adapted from, and attributed to,
JISC and Manchester Met
6. 6
Timescales for implementation
6
Academic Year 2015/16
Formal introduction of the Assessment Design and
Delivery Framework across the University: this will be
implemented in advance of any formal policy on online
submission and feedback to enable staff to align
assessment practice with the framework's guidance
and move towards managing assessment online.
Academic Year 2016/17
Implement online management of assessment including
submission and feedback to levels 4 and 7
(plus existing/early adopters for levels 5 and 6).
Academic Year 2017/18
Implement to all other levels.
7. 7
One programme, two projects
*'It is clear that the programme should consider the pedagogic perspective of
assessment design and delivery as well as the system and process elements of
assessment change. To do this and consider the holistic assessment lifecycle, the
programme will deliver two mains strands of change: transitional technological
change supporting the University to move towards a consistent model of online
management of assessment, in parallel with work on assessment design, practice
and delivery. To be successful, the balance between these two strands is a key
consideration'
*Excerpt from the Assessment Journey Programme business case:
7
8. 8
The Projects - Assessment Design and Delivery (ADD)
• The Assessment Design and Delivery Project will deliver:
– an ‘Assessment Essentials’ framework for staff to assist in the effective design and
delivery of assessment, illustrated with case studies –
http://go.shu.ac.uk/assessmentessentials
– an ‘Assessment4Students’ framework for students providing guidance on assessment
design, submission and feedback on work
– Case studies
– Engagement with staff
8
9. 9
The Projects - Online Management of Assessment (OMA)
• The Online Management of Assessment Project will deliver:
– deliver the policy, process and technology to provide an integrated model to support
online submission, marking and feedback, and online mark entry and systematic
updating of the student record system
– deliver an integrated assessment scheduling and diary system to communicate
assessment deadlines and extensions, and a single ‘portal’ for students and staff to
access assessment information relating to their areas of study
9
10. 10
Assessment lifecycle from an OMA perspective
• Major points of activities:
– setting up assessment data
– providing students with an assessment overview
– submitting work (online where possible)
– originality checking (e.g. Turnitin/SafeAssign)
– marking (however lecturers wish to)
– feedback (online)
– moderation (online)
– transfer of marks from Blackboard to SITS
– reassessment where needed
10
12. 12
Online receipting
• Customised Advanced
Receipting Building Block
– student automatically
receives email
confirmation of
submission
– copies of receipts issued
stored in Content
Collection
• Delivered quickly, summer
2015
12
13. 13
Print to mark
• next business day print and delivery service provided for academic staff who do
not wish to read student work on-screen
• uses Grade Centre-generated Assignment File Download zip file
• the academic submits the zip file in a form that goes to the Print Unit
• the .txt files in the zip file is used as a cover sheet
13
14. 14
Integrated text-matching
• some desire for all text-based submissions to be checked for originality
• piloting SafeAssign to enable a single point of submission and access to
originality reports at the point of marking
14
15. 15
Media-based submissions
• The norm is for students to submit work online via Blackboard Assignments
• Exploring use of Medial (new Helix) to support submission of media-based
assessments and return of media-based feedback
• Challenges around other large file types, non-media
15
16. 16
Batch upload of marks and feedback file attachments
• Evaluating Blackboard’s Marks and Feedback tool to bulk upload marks and
electronic feedback files to the Grade Centre
16
17. 17
Marks transfer from Blackboard to our SIS (Tribal SITS)
• Grades Journey integration models available:
• LIS 2.0
– ‘out of the box’ solution to automate creation of grade transfer columns enabling approval and
extraction of grades from Blackboard for processing by SITS
• Enhanced:
– flat file transfer allows bespoke customisation (e.g. creation of Assignment submission points)
17
18. 18
Mark transfer – set up and mapping of columns
• Exploring Blackboard’s Marks Approval and Transfer process to harvest marks from
Blackboard into SITS:
1. transfer columns automatically created based on assessment data held in SITS
2. transfer columns (weighted totals) edited and grade columns mapped against them
18
19. 19
Mark transfer – giving approval to transfer
3. approval and transfer of marks at:
...course level ...assessment/task level...
...or student level
19
but no indication of
the individual marks
being approved for
extraction
20. 20
The challenges: Grades Journey LIS 2.0 integration
• merged enrolments
(parent/child)
• reassessment -
incomplete solution
• linking of mark and
transfer columns
• support for non-
numerical marks
• manual creation of
Assignments, etc.
20
21. 21
The challenges: Enhanced/bespoke non-LIS 2.0 solution
21
• merged enrolments
(parent/child)
• continued/delayed
reassessment
• linking of mark and
transfer columns
where nothing set
up by integration
• support for non-
numerical marks
• more bespoke
development
potentially for us
23. 23
Other key developments
• Assessment portal:
– further building on the student view to incorporate staff
• Offline Receipting:
– for work that cannot be submitted online to be consistent with receipting of online submissions
– Blackboard Consulting building for us
• Marking work electronically:
– student work annotated electronically using Crocodoc or feedback given using Rubrics, alternatively
downloaded for generating comments and feedback offline
– case studies around the options
• External moderation:
– external examiners to be given access to work and marks through Blackboard
– deciding level of access to give external examiners
• Reporting
– are our targets being met?
23
24. 24
Thank you. Any questions?
Contact:
Brian Irwin – B.Irwin@shu.ac.uk, @brianirwin
Jon Childs – J.Childs@shu.ac.uk
Stuart Hepplestone – S.J.Hepplestone@shu.ac.uk
24
25. 2525
Webinar Survey
Please take a few minutes to let us know your thoughts.
http://bit.ly/28OVLoo
The Grades Journey Resource Centre
For more information about the Grades Journey click here:
bbbb.blackboard.com/GradesJourneySolutionExplained
Thank you for taking part in today’s webinar!
Questions? Please email AskUs@blackboard.com