The document outlines a methodology called experience analysis and design (EAD) used by the University of Kentucky to enhance faculty adoption and student satisfaction with Blackboard as a learning management system (LMS). The analysis reveals significant pain points for students and instructors related to high-stakes assessments, group collaboration, and communication failures, leading to stress and lower satisfaction. The findings aim to inform strategies to improve the overall experience of using Blackboard in the educational context.

1. Vince Kellen, CIO and Christopher S. Rice, Ph.D.
University of Kentucky
Using the Experience Analysis and
Design Methodology to Increase Faculty
Adoption of and Student Satisfaction
with the LMS

2. @vkellen (Vince)
@ricetopher (Chris)
#E11_SESS068
#EDU11
Backchannel

3. History

4. Who uses Blackboard?
About 44% of faculty
Use Blackboard (beyond simply posting a syllabus)
About 90% of students
Have taken at least one class in which Bb was used

5. Blackboard EAD Project
70%GOAL:
Identify tactics to support U.K.
strategic initiative to reach
70% faculty adoption of the
LMS by 2014

6. Experience Analysis and Design (EAD) history
n The methodology was inspired by early experience analysis
collaboration with a few of us in 1999 and has grown since then
with a small group of collaborators
• Vince Kellen, Andy Drefahl, Bob Furniss, Keith Stefanczyk, Chris Rice
n The methodology uses observation, structured interviews, surveys,
qualitative data analysis and analysis of system usage and other
behavioral data. Think of it as usability and brand analysis on
steroids
n Methodology goals
• To be more conclusive than anecdote and small sample sizes (N=1)
• To get beyond usability and attitudinal data. Collect behavior-based
data
• To get the focus more broadly based than a pure technical perspective

7. EAD is an approach to driving customer value through
managing experiences from the customer’s perspective.
Relationship
Experience
Event
Activity
1. Relationship:
Highest level of
association with
customer; sets
of experiences
2. Experience: The
series of interactions
involving the customer
to achieve an overall
outcome – to fulfill a
specific need
3. Event: The high-
level set of
processes that a
customer goes
through as part
of an experience
4. Activity: Individual
incidents which
comprise an event,
each with one more
steps
EAD deconstructs customer relationships into more manageable “Experiences”,
“Events”, and “Activities” to develop a tactical, actionable blueprint of the relationship

8. UNDERSTAND)
EXPERIENCES
ANALYZE)
EXPERIENCES
DESIGN)
EXPERIENCES
DELIVER)
EXPERIENCES
1. Define'&'select'target'segments'
2. Conduct'customer'analysis'
3. Iden:fy'experiences','priori:ze'
experiences'and'set'scope'of'
discovery'
4. Iden:fy'rela:onship'groups'and'
influencers'by'experience'
5. Map'customer'experience'to'
channels'&'iden:fy'pain'points'
6. Quan:ta:vely'determine'
experience'priority,'reconcile'
customer'experience'maps'
1. Uncover'root'causes'&'Impacts'
through'mul:Jdisciplinary'
analysis'
2. Iden:fy'&'priori:ze'solu:on'
opportuni:es'
3. Group'solu:ons'into'work'
streams,'chart'a'roadmap'and'
iden:fy'quick'wins'
4. Develop'high'level'business'
cases'for'work'streams,'to''
drive'execu:ve'and'stakeholder'
awareness'and'buyJin'
1. Validate/prototype'solu:ons'as'
needed''
2. Design'experience'solu:ons'&'
func:onal'specifica:ons'for'
solu:on'work'streams'
3. Finalize'business'case/ROI'with'
measurement'model'and'
metrics'
4. Secure'funding'and'align'
solu:ons'with'organiza:onal'
unit’s'stakeholder'resources'
1. Work'streams'integrated'
into''your'project'
management'and'delivery'
methodology'
2. Build'experience'work'
stream'solu:ons'
3. Implement'technical,'
organiza:onal,'and'
process'solu:ons'
4. RollJout'solu:ons'
5. Monitor'&'adjust'
experience'performance'
Voice'of'Cons:tuent''

9. EAD Process Overview

10. Research Questions

11. Understand negative perceptions of
Blackboard LMS – What does it mean for
Blackboard to be “broken” from various
perspectives?

12. Understand instructor and student
learning technology needs

13. Identify opportunities to lower barriers
to instructor and student adoption
and continued use of Blackboard

14. Phase I:
Qualitative
Interviews
of Students
& Instructors

15. Student Experience Inventory (1 of 2)

16. Student Experience Inventory (2 of 2)

17. Instructor Experience Inventory

18. Phase II:
Quantitative
Online
Surveys
of Students
& Instructors

19. Valid Student Survey Respondents
(26133 total students in panel)

20. Valid Instructor Survey Respondents
(4272 total instructors in panel)

22. Survey Analysis Methodology
n Gap = Importance score – Satisfaction score
n Weighted Gap = Importance * Gap
n Total pain = (weighted gap) * (# of respondents)
n Rank descending on Weighted Gap
n Rank descending on Total Pain
n Code activities that belong to the same events in the survey
n Identify themes within Bb / technology events or related activities
• Ex. clusters of weighted Satisfaction / Importance Gap

23. Student Data: Blackboard Pain Themes
Theme 1:
High Stakes
Events (quizzes,
exams, paper
submission) using
Bb causing stress
Theme 2:
Inherent
challenges to
group work,
collaboration
exacerbated
Theme 3:
Communication
with instructors &
TAs around
assignments
causing stress

24. Question Gap
Mean
Satisfaction
Mean
Importance Cases
Exams 0.75 3.54 4.29 746
Submit papers / SafeAssign 0.69 3.55 4.24 837 Theme 1 - High Stakes Events
Taking Quizzes 0.64 3.67 4.31 1175
Resolving Group Conflict 0.62 3.24 3.86 532 -----------
Meeting with group 0.60 3.31 3.91 642 ----------- Theme 2 - Group Collaboration
Conducting Project Work 0.60 3.34 3.94 679 -----------
Interacting with Instructors During before after 0.54 3.62 4.16 985 ----------- -----------
Interacting with Instructors Outside of class 0.54 3.62 4.16 989 ----------- ----------- Theme 3 - Communication Around Assignments
Organizing Electronic Course Documents 0.54 3.84 4.38 1583 -----------
Producing Project Documents 0.54 3.46 4 651 -----------
Presenting Group Project 0.53 3.43 3.96 594 -----------
Getting questions answered via BB Q&A discussion thread 0.52 3.3 3.82 846 ----------- -----------
Uploading content other than papers 0.52 3.52 4.04 972 -----------
interacting with TA outside of Labs/recitation 0.51 3.35 3.86 693 ----------- -----------
Acquiring required cource materials 0.49 3.78 4.27 1546 ----------- -----------
Get assignments for instructor 0.48 4.03 4.51 1484 ----------- -----------
interacting with TA via Labs/recitation 0.46 3.45 3.91 697 ----------- -----------
Submit papers / without SafeAssign 0.43 3.63 4.06 674 ----------- -----------
reviewing course presentations 0.42 3.78 4.2 1068
live discussion using chat 0.42 3.22 3.64 37 Theme 4: Low-Stakes and Low Pain
forming group 0.41 3.46 3.87 652
submit paper to instructor via paper 0.41 3.88 4.29 1170
research topic 0.41 3.6 4.01 967
sharing contact info 0.38 3.56 3.94 721
evaluating group participants 0.38 3.5 3.88 617
reviewing course lectures 0.36 3.86 4.22 1045
reviewing course materials 0.34 4.01 4.35 1506
engaging in class discussion using BB discussion forum 0.33 3.29 3.62 626
Using the online supplement 0.32 3.58 3.9 1000
finding TA or instructors contact info 0.31 3.88 4.19 1280
reviewing supplemental conent 0.31 3.71 4.02 1029
submit papers via email 0.30 3.99 4.29 1136
taking notes using my laptop 0.28 3.64 3.92 683
setting up an account for online supplement 0.28 3.54 3.82 855
determining required course materials 0.23 3.83 4.06 1552
using my mobile device in class 0.22 3.32 3.54 630
participate with clickers 0.19 3.46 3.65 864
STUDENT BLACKBOARD EVENT COLOR-KEY
Interactions with Course Materials
Completing Homework and Quizzes
Preparing for exams
Completing Research Papers and Written
Assigments
Communicating with Instructors
Group Work With Other Students
Attending Class
Student Activity Pain Points with Themes

25. Theme 1:
High Stakes Events (quizzes, exams, paper
submission) using Blackboard causing stress
Activity
Gap
Score
Mean
Satisfaction
Mean
Importance Cases
Exams 0.75 3.54 4.29 746
Submit Papers /
SafeAssign
0.69 3.55 4.24 837
Taking Quizzes 0.64 3.67 4.31 1175

26. Blackboard makes taking quizzes and
exams impossible.With these being
timed, too much delay time happens (a
few seconds here and a few seconds
there adds up to a lot at the end of it all).
I completely missed completing a mid-
term exam due to issues with
Blackboard...totally unacceptable!!!To
be frank, I spend enough money in
tuition to not have this as a concern.
If UK wishes to go green,why do I still have
to turn in papers and homework via a paper
copy?
I don't like submitting things via paper when
there are electronic paperless options.
I can't read his handwriting aboutthe things I
need to fix.
... I don't prefer to pay for paper.
When you take quizzes, many times
Blackboard will log you off in the middle of it.
This causes a lot of trouble for students
because they must contact their professor/TA,
somehow prove they were logged outinstead
of logging outthemselves,and find a way to be
allowed back in to the quiz.
I've had to end up wasting hours of emailing,
traveling and discussing in a professor's office
questions which I answered correctly yet
Blackboard did notrecognize as correct. So again,
a seemingly simple process turned into a pain in my
ass and added burden on my part because of
Blackboard.Blackboarddoes not save as much
time as intended and often times makes
students have to apply more effort and time for
some of the most trivial issues.
Any failure of blackboard or staff at utilizing blackboard
decreases the quality of my education.I have studied
online 100% and when the teacher is competent with
blackboard I feel I have learned.When a teacher
cannot use bb effectively I feel I learn nothing and
waste both my time and money.
Again,submitting through the
blackboard platform is unreliable.
Sometimes it says it is sent, but it really
didn't go through and if you don't check
your grades constantly you won't even
know the prof didn't get it.
Survey Results: What Students Said

27. Theme 2:
Inherent challenges to group work and
collaboration exacerbated
Activity Gap Score
Mean
Satisfaction
Mean
Importance Cases
Resolving Group
Conflict
0.62 3.24 3.86 532
Meeting with group 0.60 3.31 3.91 642
Conducting Project
Work
0.60 3.34 3.94 679
Organizing
Electronic Course
Documents
0.54 3.84 4.38 1583
Producing Project
Documents
0.54 3.46 4 651
Presenting Group
Project
0.53 3.43 3.96 594
Uploading content
other than papers
0.52 3.52 4.04 972

28. I don't think the instructor is
using the available tools to
facilitate these tasks. We were
told to use the discussion board to
set up groups, and that didn't really
work very well, so people went
offsite to Google docs instead. Our
group is currently exploring the
group tools now, but without
support or training…
Most of this was done easier through
just emailing each other. If
blackboard developed a very user
friendly way to set up meetings with
my group I would definitely utilize it.
The groups I have worked with went
outside of Blackboard to complete
group assignments. We used
Etherpad and now Google Docs.
Worst tool ever to use to try and
organize and prepare a project
because no one checks it or takes it
seriously. Texting and email are much
more efficient.
Bb was more of a hindrance to my
group(s). We tried during first project,
and found the system to be unreliable
and masking.
We did not know who was in our group
initially. Contact info was only obtained
after I gave everyone mine, and they
emailed me back- and I created a
Google group in my contacts. There is no
efficient way to collaborate on Bb- please
look at Google wave.
Survey Results: What Students Said

29. Theme 3:
Communication with instructors & TAs around
assignments causes stress
Activity
Gap
Score
Mean
Satisfaction
Mean
Importance Cases
Interacting with Instructors
During before after
0.54 3.62 4.16 985
Interacting with Instructors
Outside of class
0.54 3.62 4.16 989
Getting questions answered via
BB Q&A discussion thread
0.52 3.3 3.82 846
Interacting with TAoutside of
Labs/recitation
0.51 3.35 3.86 693
Acquiring required cource
materials
0.49 3.78 4.27 1546
Get assignments from Instructor 0.48 4.03 4.51 1484
Interacting with TAvia
recitation/lab section sessions
0.46 3.45 3.91 697
Submit papers through
Blackboard without SafeAssign
0.43 3.63 4.06 674

30. I have found that there is a tendency for
professors to expect students to be able to
get assignments even if they only put them
on blackboard shortly before class. This is
not a problem with blackboard, but rather
poor performance by the faculty member.
Some professors rely heavily on Blackboard but
they all seem to approach how to use it differently.
Where one professor uses the discussions to post
for groups, another wants everyone in the group to
work under one post. It can be very confusing
where and how to find things if the professor does
not seem to know which way they want to use the
program. I had one professor who wanted Q&A
questions answered in one type of posting for the
first few weeks of class and then changed to
another style, without notice, and threw everyone
off balance.
Consistency would be beneficial.
I was unable to reach any of my
teachers or TAs through Blackboard's
tools.
It was horrible.
This section continuously stopped working
and randomly deleted posts. Some times I
could post a question and sometimes I
couldn't, without warning.
My professor had to redesign this portion of
the class because the Q&A was unreliable.
It takes too long for TA's/instructors to respond and
they prefer using email.
sometimes u never get teachers to respond and its
irritating
I have never seen a Q&A thread on blackboard,
FAQ yes, but not a direct back and forth discussion
thread
Most classes using blackboard used the discussion
thread to turn in papers, not to ask questions.
You will not get answers right away. Face to face
and e-mail are a lot faster
Survey Results: What Students Said

31. Instructor Data: Blackboard Pain Themes
Theme 1:
High instructor
frustration with
reactive Bb
support
Theme 2:
Instructors frustrated
and dissatisfied with
assessment
interactions using
Blackboard.
Theme 3:
Instructor pain
from serving as
unwitting tech
support for
students

32. Question Gap
Mean
Satisfaction
Mean
Importance Cases
getting updates on problem resolution progress / exam2.01 2.83 4.84 49 Theme 1: Reactive Support
getting timely resolution to a problem / exam 2.00 2.91 4.91 53
contacting a technology support person / exam 1.91 2.96 4.87 53
getting timely resolution to a problem 1.80 2.99 4.79 176
getting updates on problem resolution progress 1.65 2.97 4.62 158
contacting a tech support person 1.57 3.18 4.75 175
view or receive student assignments 0.93 3.3 4.23 136 ----- Theme 2: Assessment Interactions
provide feedback on assignments 0.92 3.26 4.18 128 -----
supporting students accessing and submitting course content0.86 3.36 4.22 134 ----- Theme 3: Un-Witting Support Agents
submitting grades 0.81 3.66 4.47 135 -----
grade assignments and quizzes 0.79 3.44 4.23 135 -----
setup quizzes 0.74 3.02 3.76 101 ----- Theme 4: Quiz Administration
providing grades to students 0.68 3.95 4.63 168 -----
administer quizzes 0.61 3.28 3.89 100 -----
demonstrating to students how to use technologies for the course0.59 3.21 3.8 83 -----
interacting with students outside of class 0.50 3.52 4.02 136 -----
customize blackboard shell 0.47 3.1 3.57 164 Theme 5: Low Stakes OR Low Pain
sharing multimedia artifacts with students in blackboard0.37 3.53 3.9 122
delivering a class session 0.26 3.48 3.74 72
sharing your notes and outlines with students on blackboard0.25 3.99 4.24 162
sharing your powerpoint presentations with students in blackboard0.16 4.17 4.33 173
setup e-reserves 0.15 3.3 3.45 67
moderating discussion boards in blackboard 0.12 3.44 3.56 93
share my course capture video and audio with students - asynchrynous-0.07 3.05 2.98 43
adding supplementary content from textbook companies-0.11 3.38 3.27 83
share my course capture video and audio with students - synchrynous-0.14 3.17 3.03 45
coordinate and or manage student field work, internships-0.30 3.17 2.87 33
testing previous course content prior to start of semester-0.35 3.38 3.03 63
standardizing grading techniques amongst Tas -0.42 3.35 2.93 26
assessing Tas -0.44 3.05 2.61 20
delivering support to students when Tas cannot solve problem-0.51 3.48 2.97 28
meeting with Tas -0.54 3.36 2.82 22
training Tas -0.65 3.5 2.85 26
managing Tas using bloackboard -0.75 3.48 2.73 22
INSTRUCTOR BLACKBOARD EVENT COLOR-KEY
Administrative Activities
Interacting with Students
Managing Instructor Generated Course Content
Managing Student Generated Course Content
Preparing for a Course
Receiving Technology Support
Receiving Technology Support During an Exam or Near a Deadline
Instructor Activity Pain Points with Themes

33. Theme 1:
High instructor frustration with reactive Bb
support, and the causes for support to be needed
Activity Gap Score
Mean
Satisfaction
Mean
Importance Cases
Getting updates on
problem resolution
progress / exam
2.01 2.83 4.84 49
Getting timely
resolution to a
problem / exam
2.00 2.91 4.91 53
Contacting a
technology support
person / exam
1.91 2.96 4.87 53
Getting timely
resolution to a
problem
1.80 2.99 4.79 176
Getting updates on
problem resolution
progress
1.65 2.97 4.62 158
Contacting a tech
support person
1.57 3.18 4.75 175

34. One of the problems is that there
does not seem to be a way to get
expedited service when time is
critical.
And getting updates on a problem
usually requires more effort, i.e.
making additional calls and or
emails, and there is little
confidence that such a follow up
effort will be worthwhile; often the
response is that is in the queue or
worse, that there is no record of it.
How does the University expect us to
incorporate more online teaching
techniques if the IT infrastructure
cannot provide adequate support for
these technologies?
My department has its own IT
person; he's v.v. helpful. I prefer
this be centered in a department,
as opposed to the college.
I came from a university where
each dept had it's own contact
person for technology (Bb)
support. This worked well and
gave us continuity. I have one
person who I tend to contact (and
she is usually quite responsive) as
using the main help desk contact
info results in a very slow response
time and often requires more than
one request.

35. 233
366
102
54
86
370
291
114
95
165
270
122
773
737
363
0
100
200
300
400
500
600
700
800
900
August
September
October
November
December
January
February
March
April
May
June
July
August
September
October
2009 2010
AxisTitle Blackboard Tickets per month
and
SLA Restore Success
Total for month
Successful Restore

36. Theme 2:
Instructor frustration with assessment
mechanics and related student interactions
Activity Gap Score
Mean
Satisfaction
Mean
Importance Cases
View or receive
student
assignments
0.93 3.3 4.23 136
Provide feedback
on assignments to
students
0.92 3.26 4.18 128
Submit grades 0.81 3.66 4.47 135
Grade
assignments and
quizzes
0.79 3.44 4.23 135
Provide grades to
students
0.68 3.95 4.63 168
Interact with
students outside of
class
0.50 3.52 4.02 136

37. Blackboard is clunky, takes forever to reload, often
reloads mid-page causing loss of information, and
offers limited customization.
The grade book is slow and cumbersome. I don't like
the fact that I don't have a student view. I want to be
able to add uses to my Bb shell (grad students, etc.),
which requires several extra steps on my part.
Overall, it's NOT a technology I enjoy using at all. In
general, I just use it as a secure place to share
grades with students.
When I tried to transfer a test from one
semester to another, I worked on it for two
days, called IT help and still was unable to
transfer the test.
I had to take another day to re-type the test
in the course shell this semester, which was
a waste of my time.
Cumbersome process. Students have trouble
understanding how to submit quizzes. I get too many
"in progress" scores. It is a tricky process to set up
end times for quizzes. If you have to allow one
student or a few students extended time on a quiz
there is a "simple" twelve step procedure for allowing
this.
It is difficult (time-consuming) to develop the quizzes.
The quizzes can crash while the students are in them.
Students have trouble finding the quizzes in the
Blackboard shell.
The system was a pain to use. I had open and close
dates, and students would miss these. Or the system
would boot them out for no good reason.
If there is an easy way to do this, then the instructions
on the wiki should be revised and the help desk
trained to assist people in the process.
Survey Results: What Instructors Said

38. Theme 3:
Instructors are the first people students
turn to for support of technologies they
associate with the course
Activity Gap Score
Mean
Satisfaction
Mean
Importance Cases
Supporting
students accessing
and submitting
course content
0.86 3.36 4.22 134
Demonstrating to
students how to
use technologies
for the course
0.59 3.21 3.8 83

39. Students are always confused
as to where to drop
assignments and often their
work is late as a result, they
always glut my email sending
their projects to 'document' they
did their work on time.
I have at least one student per
assignment that seems to encounter a
problem. It is usually a different student
each time, so I think I can rule out
human error to some degree.
It functions but not as smoothly or as
intuitively as I would like.
Students hate it. They groan as soon as
you say Blackboard.
Students are not comfortable using the
Blackboard platform. They do not view it
as an interactive environment but rather
a repository of information and
resources for the course.
It felt as though students had no training
using Bb.
I don't know why these things are hard
for students, but I've had multiple
students not be able to do it even after
I've showed them how in class. It's
simply not intuitive for most people.
Survey Results: What Instructors Said

40. Students vs. Instructors on Support

41. Uncertainty

42. “How Likely Are You To Recommend Blackboard to a Colleague?”

43. Paradox and Contradiction
n On the whole, Students are happier, more satisfied with their
Blackboard experience than faculty.
• Is the difference Content Preparation?
n Students and Faculty each say that the other cannot effectively use
Blackboard. Who’s right?
• Could it be they are BOTH right?
n Is there a winning pedagogical model that uses Blackboard in such
a way as to yield both high Student and High Faculty Satisfaction?
• College-Specific Data may yield the answers.

44. How do U.K.’s Colleges Compare with One Another?
Adoption
Stories

45. How do U.K.’s Colleges Compare with One Another?
College of Arts & Sciences
-1 -0.8 -0.6 -0.4 -0.2 0 0.2 0.4 0.6 0.8 1
Enrollment
Content
Announcement
Assessment
Collab
Post
Assignments
Groups
StudentAccess
InstructorAccess
StaffAccess
BlogEntry
BlogComment
Wiki
AdaptiveRule
EWSRule
Instructors&Tas
BB Enroll Pct
FacRecommend(S)
Student UK Satis (S)
Student BB Satis (S)
Student BB Gap (S)

46. How do U.K.’s Colleges Compare with One Another?
College of Communications & Information Studies
-1 -0.8 -0.6 -0.4 -0.2 0 0.2 0.4 0.6 0.8 1
Enrollment
Content
Announcement
Assessment
Collab
Post
Assignments
Groups
StudentAccess
InstructorAccess
StaffAccess
BlogEntry
BlogComment
Wiki
AdaptiveRule
EWSRule
Instructors&Tas
BB Enroll Pct
FacRecommend(S)
Student UK Satis (S)
Student BB Satis (S)
Student BB Gap (S)

47. How do U.K.’s Colleges Compare with One Another?
College of Dentistry
-1 -0.8 -0.6 -0.4 -0.2 0 0.2 0.4 0.6 0.8 1
Enrollment
Content
Announcement
Assessment
Collab
Post
Assignments
Groups
StudentAccess
InstructorAccess
StaffAccess
BlogEntry
BlogComment
Wiki
AdaptiveRule
EWSRule
Instructors&Tas
BB Enroll Pct
FacRecommend(S)
Student UK Satis (S)
Student BB Satis (S)
Student BB Gap (S)

48. How do U.K.’s Colleges Compare with One Another?
College of Nursing
-1 -0.8 -0.6 -0.4 -0.2 0 0.2 0.4 0.6 0.8 1
Enrollment
Content
Announcement
Assessment
Collab
Post
Assignments
Groups
StudentAccess
InstructorAccess
StaffAccess
BlogEntry
BlogComment
Wiki
AdaptiveRule
EWSRule
Instructors&Tas
BB Enroll Pct
FacRecommend(S)
Student UK Satis (S)
Student BB Satis (S)
Student BB Gap (S)

49. IDEATION

50. Solutions: What to do?
1. Simplify and streamline user access to key Bb features
§ Lock-Down Browser
§ Improved User Interface
§ Blackboard Product Improvements
2. Address support issues
§ Expanded Training Material Availability
§ Increased Staff Support for Issue Resolution & Course Creation
3. Improve the institutional approach to LMS adoption
§ Faculty Blackboard Community of Practice
§ Proctored Testing Centers
§ Culture of Teaching and Technology

51. Solution Prioritization
Solution
Total Score:
High score
most favorable
Value Score:
High score
highest value
Risk Score:
Low score High
Cost/Risk
Lock-Down Browser: Pursue testing and deploymentofa ‘lock down browser’ to
improve exam and quizzes experience.
16 10 6
Improved User Interface: Revamp the first-level of the user interface to improve
look and feel and simplify navigation.Consistentfaculty & student UI experience.
15 10 5
Blackboard Product Improvements: Develop a listof productimprovements
in the areas of student-faculty communication and collaboration tools and interfaces
within BB and the gradebook and work with Bb and their productdevelopmentteams.
15 9 6
Expanded Training Material Availability: Expand the training materials
available to faculty and staff (with a focus on ‘in-line’ within Bb or ‘just-in-time’ training)
18 9 9
Increased Staff Support for Issue Resolution & Course Creation:
Significantly increase the staff supportfor Bb for resolving issues and creating course
shells relieving faculty workload and providing for a more consistentstudent
experience.Leverage local college supportstaffwhere possible and coordinate a
federated supportprogram that balances the use of local and central support
capabilities
17 10 7
Faculty Blackboard Community of Practice: Develop an enhanced faculty-
focused communication and collaboration program around Bb bestpractices.
Establish a virtual and physical community of practice where LMS techniques can be
further shared and refined.Use web based knowledge managementto help share
practices. More consistent faculty approach to Bb use.
17 10 7
Proctored Testing Centers: Find additional facilities to supportproctored testing
centers and staff appropriately
14 8 6
Culture of Teaching and Technology: Establish a culture ofteaching and
technology.Provide faculty incentives for adoption and use.Affect the faculty
promotion,tenure and review process to reward teaching
12 7 5

52. 0
1
2
3
4
5
6
7
8
9
10
0 2 4 6 8 10 12
Value
Cost/Risk
Culture of Teaching
and Technology
Improved User
Interface
Proctored
Testing
Centers
Blackboard Product
Improvements
Lock-Down
Browser
Expanded
Training
Material
Availability
Increased Staff
Support for Issue
Resolution & Course
Creation
Faculty
Blackboard
Community
of Practice

53. Implementation Timeline
1-3 Months 4-6 Months 7-9 Months 10-12 Months 13-15 Months 16-18 Months
Improved User Interface
Blackboard Product Improvements
1)
Simplify and
streamline
user access
to key Bb
features
2)
Address
support
issues
3)
Improve the
institutional
approach to
LMS adoption
Expanded Training Material
Availability
Faculty Blackboard Community of Practice
Lock-Down Browser
IncreasedStaff Support for Issue Resolution & Course Creation
Proctored Testing Centers
Culture of Teaching and Technology

54. Questions & Discussion