Bb on Tour 2016 | Education 1.0 to 3.0 - Perth | Professor Gilly Salmon, Pro Vice-Chancellor (Education Innovation), The University of Western Australia
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Bb on Tour 2016 | Education 1.0 to 3.0 - Perth | Professor Gilly Salmon, Pro Vice-Chancellor (Education Innovation), The University of Western Australia
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Making Adoption Eesy | Tammy Robinson (University of Newcastle) & Mieke Post ...
With the increase in blended and online course delivery there are ongoing challenges for supporting staff and students in the use of teaching technologies. This presentation will look at the University of Newcastle's implementation of a third-party building block for Blackboard which provides access to: data to measure tool adoption; tools to promote technologies within Blackboard courses; and support tools designed to improve end-user experiences. 'Eesysoft' provides simple, just-in-time reporting tools that are being used by Instructional Designers to develop targeted workshops and consultations for academic staff within Schools and Faculties where it has been identified that adoption could be improved. When new technologies are introduced, Eesysoft's communication tools are being used to promote features from within the online course environment. Staff and students now have access to resources that are specific to the location within the Blackboard course that they are accessing. It is hoped that Eesysoft will provide the necessary tools and data to influence change in the way academic staff adopt Blackboard tools for blended and online courses.
Innovative Blended Learning Methods: Hits and Misses | Angela Sheedy, Petra B...
Failure is the mother of innovation – the key is to be supported so that you want to keep getting back up again.
From a distinct multi-disciplinary academic pedagogical community, ideas and experiments sprang for blended learning methods with the key aim to benefit the students. Some ideas flourished, some floundered but all had merit and reasons why they did or did not succeed.
This session will consist of two parts:
A presentation will showcase some of our successes and failures in applying blended learning methodology from a range of disciplines and angles, as well as share our lived experiences of the emerged challenges. From such varied disciplines as nursing, psychology and chemistry we will share which aspects worked, which did not and what we would do differently to improve the results.
The challenge for nursing focused upon incentivizing student engagement and collaboration through combining internal and distance cohorts in a series of collaborative learning tasks incorporating formative feedback and fostering a geographical dispersed community of learners.
The challenge for chemistry has been the reliance on in-lab instrumentation for the performance of experiments with steps undertaken to replicate the immersive learning experience of on-campus students for those studying by distance online.
The challenge for psychology was to create a transformative experience around interpersonal processes and to foster individual responsibility for learning amongst a first-year cohort through allowing local and distance students to self-manage interactions.
In the second part, participants will then work in an interactive document to collaboratively answer a series of questions related to the issues that academics face in pursuing innovative teaching methodology. The goal of the collaborative ideation session is to identify real challenges and begin to tackle these in conversations throughout the conference. By sharing hits, misses and challenges in a supportive setting, participants will engage with each other in an informed collegial manner, thus mimicking the supportive nature of the iScholar group of which the presenters are representing.
Using Blackboard Learn alongside Microsoft OneNote: the overlaps, the complem...
Beginning in 2016, Nossal High School began to focus its professional learning for staff on the use of Microsoft OneNote as complementary teaching and learning software to the MH Blackboard Learn environment we have run for the last 5 years. In this time, the speed and depth of the take up of OneNote and its impact on the teaching and learning experience of staff and students has been dramatic. Not only have our students fully embraced OneNote from a learners' perspective, all teaching and support staff are using Microsoft OneNote to record their own professional development, maintaining an ongoing conversation with the college executive and collecting evidence for their personal records.
This rapid adoption has forced us to consider closely what OneNote elements overlap with Bb Learn, which features are complementary with Bb Learn and ultimately, what part these two software solutions will have within our overall teaching and learning program.
During the presentation, I will be looking at the features of Bb Learn and OneNote that we intend to keep unique to each environment, as well as the elements that we are comfortable in having some overlap. Our overall aim is to ensure we are promoting to staff the most effective software solution for any given purpose whilst ensuring our students are not confused about the location of resources and information from class to class.
I will conclude with what we currently see as the most effective arrangement for the use of these two software packages going forward.
Effective management of organisational transformation with Learning Technolog...
Monash College prepares learners for University entry in a competitive, and ever changing learning landscape. They are working with international partners, and tackling the changing needs of diverse learners with a range of innovations and initiatives including continual improvement and transformation through the uptake and use of educational technologies. Working with Blackboard as a partner, both as a provider of their Educational Technology and a Leader in Reimaging Education, Monash College and Blackboard have many successes and learnings.
Sharon Whippy will be presenting on behalf of Dr Kulari Lokuge, Associate Director of eLearning at Monash College. She brings to her role as a Learning Content Designer; a passion for learning and teaching in the ever-changing landscape of eLearning at Monash College. As a teacher she is motivated to share her knowledge and experiences with others, to support the design and implementation of technology enhanced learning opportunities that empower and inspire. As a learner she is curious and brave. She sees these two roles as existing in mutual agitation where the learner reminds the teacher, to always remain humble on the path to innovation.
Kim Edgar has a background in Adult education and works with Blackboard’s Moodlerooms Enterprise customers to satisfy their customisations needs as aligned to their faculty’s individual requirements. Her passion is to help identify opportunities where educational technology can enhance users experiences.
In this session Sharon and Kim will explore Effective management of organisational transformation with Learning Technologies, using examples of their work together, and experiences in the field.
Blackboard not Blackbored: Engaging and enabling students in the Tertiary Ena...
The Tertiary Enabling Program (TEP) at Charles Darwin University is a semester long university preparation program for students unable to directly enter undergraduate study. With a cohort consisting of 80% of students studying online, Blackboard plays a central role in engaging and enabling TEP students with the necessary skills and knowledge for undergraduate study. To increase student engagement in TEP, a number of initiatives have been put in place this year designed to maximise the use of interactive digital technologies and changing pedagogies. One of the main drivers for these new initiatives was the analysis of data captured in Blackboard showing that early engagement by students increases their likelihood of successfully completing TEP as well as identifying critical points of engagement during the semester.
To maximise early engagement and prepare students for TEP studies, the first week of study for all new TEP students has been devoted to a new online initiative called TEP Start which is the focus of this presentation. TEP Start was specifically developed for the online learner to improve the student experience, build their confidence and give them the skills to succeed. TEP Start was developed with the expectation that students would engage and interact with the learning materials on Blackboard, thus moving away from the traditional method of ‘content based’ online learning. This online engagement includes classes hosted in Collaborate Ultra, game-based learning activities and short micro-lectures. Hosted on a dedicated Blackboard site, TEP Start was specifically developed using design principles such as colour coding, visual hierarchy, repetition, images, icons in addition to limited text; all to direct the student’s eye to what is important and to influence how they interact with the content.
The initial results of the TEP Start initiative are highly encouraging. The majority of students completed all components of TEP Start and the feedback from students and staff on TEP Start is overwhelmingly positive.
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- 1. Professor Gilly Salmon Pro Vice-Chancellor (Education Innovation) Higher Education 1.0-3.0 And the role for the LMS
- 2. 9/3/2016 G.Salmon Education 1.0-3.0 2
- 3. Spirit Science 21 – Toroidal Flow https://www.youtube.com/watch?v=1-4zdmd0TNU 9/3/2016 G.Salmon Education 1.0-3.0 3
- 4. 9/3/2016 G.Salmon Education 1.0-3.0 4
- 5. 9/3/2016 G.Salmon Education 1.0-3.0 5
- 6. 9/3/2016 G.Salmon Education 1.0-3.0 6
- 7. 9/3/2016 G.Salmon Education 1.0-3.0 7
- 8. 9/3/2016 G.Salmon Education 1.0-3.0 8
- 9. 9/3/2016 G.Salmon Education 1.0-3.0 9 http://www.ispringsolutions.com/articles/what_is_lms.html “LMS’ was coined to refer to the management of the system Groundwork Collaborative features Enter Blackboard Open source: Moodle Scorm Around 2000 there were around 40 + vendors 2016 consolidation +
- 10. 9/3/2016 G.Salmon Education 1.0-3.0 10
- 11. 9/3/2016 G.Salmon Education 1.0-3.0 11 Mobility Analytics Video Networks and social Personalisation > Transferability Scalability In Perpetuity < Complexity Costs > Mutual partnership
- 12. 9/3/2016 G.Salmon Education 1.0-3.0 12
- 13. DeliveryCarpe Diem 9/3/2016 G.Salmon Education 1.0-3.0 13
- 14. The new Carpe Diem Studio at the University of Western Australia 9/3/2016 G.Salmon Education 1.0-3.0 14
- 15. 28 Workshops 230 Units 310 Academics 360 Staff 82-85% of participants agreed effectively supported teaching and activities 76-85% of participants recommend to colleagues “Remarkable, immersive constructive help from Learning Technologists and Librarians They showed me how to develop my unit “ “friendly learning environment”, “excellent support from Centre of Education Futures and Library staff” “reshaping my unit,” “important education tools” “developing e-tivities” “very hands-on” “direct outcomes for unit development” 79% already implementing changes to their units Carpe Diem Seizing the Day: Carpe Diem Learning Design Nov 2014 - March 2016 at the University of Western Australia 9/3/2016 G.Salmon Education 1.0-3.0 15
- 16. Futures Observatory 9/3/2016 G.Salmon Education 1.0-3.0 16
- 17. Futures Observatory 9/3/2016 G.Salmon Education 1.0-3.0 17
- 18. 9/3/2016 G.Salmon Education 1.0-3.0 18
- 19. “Never doubt the power of a small group of people to change the world. Nothing else ever has”. Margaret Mead Thanks for Listening “Every society honours its live conformists and its dead troublemakers.“ Mignon McLaughlin No budgets or humans were harmed in the making of this presentation Gillysalmon.com 9/3/2016 G.Salmon Education 1.0-3.0 19
- 20. www.eurodl.org/materials/contrib/2014/Salmon.pdf - journal article on the 4 quadrants framework (open source) About the University of Western Australia – the approach to ‘Pursue Impossible” http://www.pursueimpossible.uwa.edu.au/ https://www.youtube.com/watch?v=gfv_cC243vQ “Those who pursue what may at first seem impossible are the ones who keep the world turning.” http://www.ispringsolutions.com/articles/what_is_lms.html History of Learning Management systems https://en.wikipedia.org/wiki/History_of_virtual_learning_enviro nments Wikipedia very good on the history of educational computing and platforms www.trainingzone.co.uk/downloads/business-and-education- collaborating-success/187985 Digital higher education through partnership - an Australian success story (Salmon & McKenzie 2014). Registration on the site required- but free to download. Example of Quadrant 2) In May 2000, HEFCE, the Higher Education Funding Council HEFCE (England) commissioned a comparative analysis of the main LMS/VLEs. Over 40 vendors identified. https://www.mindflash.com/learning-management- systems/history-of-lms http://dera.ioe.ac.uk/5170/1/rd14_03main.pdf Resources 9/3/2016 G.Salmon Education 1.0-3.0 20