Blackboard not Blackbored: Engaging and enabling students in the Tertiary Enabling Program at Charles Darwin University | Janelle Marrington, Amander Dimmock & James Valentine (CDU) | TLCANZ17
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.
Leveraging learning technologies to support Indigenous postgraduate students ...Blackboard APAC
Professor Adrian Miller is the Pro Vice-Chancellor of Indigenous Leadership at Charles Darwin University. Prior to this role, he was the Academic Director of Indigenous Education and Research at Griffith University in Brisbane where he managed Indigenous education and research activities, and policy and strategy development and implementation.
Professor Miller has made significant contributions to Indigenous health and education. This has been achieved through successful competitive and non-competitive research grants, publication outputs, long-term Indigenous community engagement and public policy development. Research capacity development has been a primary focus for these research activities, which has led to positive outcomes for Indigenous community members and organisations. The highly collaborative manner in which he has undertaken research has contributed to intellectual and methodological development in these fields. He has a strong interest in applied and translational research and twice been awarded Australian College of Educators Teaching Award.
Professor Miller has undertaken leadership roles in community-based and government committees to advocate the views of Aboriginal and Torres Strait Islander families.
Engaging large cohorts of international students: Technology Enhanced Learnin...Blackboard APAC
This session presents findings of an investigation into how staff used a fully-integrated Active Learning Platform to engage international students in large cohorts. It presents how the system enabled staff to engage students in the classroom and facilitate the review of class activities through recorded audio, presentation and other resources. The focus of this project was to promote student engagement through blended delivery and increase student performance using technology. It also highlights how the learning analytics within the Active Learning Platform was used to direct and guide students to increase academic performance and enhance their learning experiences.
Using Blackboard Learn alongside Microsoft OneNote: the overlaps, the complem...Blackboard APAC
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.
Making Adoption Eesy | Tammy Robinson (University of Newcastle) & Mieke Post ...Blackboard APAC
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.
Learning Analytics and the Scholarship of Teaching and Learning - an obvious ...Blackboard APAC
The scholarship of teaching and learning (SoTL) essentially advocates for a research approach to be applied to the improvement of learning and teaching. It encourages teachers to reflect in a scholarly way on their teaching practice and at the more advanced level to undertake research on teaching practice and curriculum. Learning analytics has the potential to provide data on elements of the teaching process which have to date been difficult to measure particularly for the broader cohort of teachers.
This presentation will draw attention to the connection between SoTL and learning analytics and prompt participants to think about how learning analytics can be used in a wider context to contribute to changes in teaching design and practice.
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
Leveraging learning technologies to support Indigenous postgraduate students ...Blackboard APAC
Professor Adrian Miller is the Pro Vice-Chancellor of Indigenous Leadership at Charles Darwin University. Prior to this role, he was the Academic Director of Indigenous Education and Research at Griffith University in Brisbane where he managed Indigenous education and research activities, and policy and strategy development and implementation.
Professor Miller has made significant contributions to Indigenous health and education. This has been achieved through successful competitive and non-competitive research grants, publication outputs, long-term Indigenous community engagement and public policy development. Research capacity development has been a primary focus for these research activities, which has led to positive outcomes for Indigenous community members and organisations. The highly collaborative manner in which he has undertaken research has contributed to intellectual and methodological development in these fields. He has a strong interest in applied and translational research and twice been awarded Australian College of Educators Teaching Award.
Professor Miller has undertaken leadership roles in community-based and government committees to advocate the views of Aboriginal and Torres Strait Islander families.
Engaging large cohorts of international students: Technology Enhanced Learnin...Blackboard APAC
This session presents findings of an investigation into how staff used a fully-integrated Active Learning Platform to engage international students in large cohorts. It presents how the system enabled staff to engage students in the classroom and facilitate the review of class activities through recorded audio, presentation and other resources. The focus of this project was to promote student engagement through blended delivery and increase student performance using technology. It also highlights how the learning analytics within the Active Learning Platform was used to direct and guide students to increase academic performance and enhance their learning experiences.
Using Blackboard Learn alongside Microsoft OneNote: the overlaps, the complem...Blackboard APAC
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.
Making Adoption Eesy | Tammy Robinson (University of Newcastle) & Mieke Post ...Blackboard APAC
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.
Learning Analytics and the Scholarship of Teaching and Learning - an obvious ...Blackboard APAC
The scholarship of teaching and learning (SoTL) essentially advocates for a research approach to be applied to the improvement of learning and teaching. It encourages teachers to reflect in a scholarly way on their teaching practice and at the more advanced level to undertake research on teaching practice and curriculum. Learning analytics has the potential to provide data on elements of the teaching process which have to date been difficult to measure particularly for the broader cohort of teachers.
This presentation will draw attention to the connection between SoTL and learning analytics and prompt participants to think about how learning analytics can be used in a wider context to contribute to changes in teaching design and practice.
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
TLC2016 - Online Results Entry using the Grade Journey ToolBlackboardEMEA
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:
- An investigation of Blackboard Course Structures on the basis of a socio cultural perception of learning
- Application and evaluation of selected Blackboard Course Structures in courses at Aarhus University.
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.
TLC2016 - Mobile Learning – Unlocking the potential of authentic assessment a...BlackboardEMEA
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.
This session will showcase a number of innovative initiatives that are enabling us to create sustainable authentic assessments and very flexible online examinations.
We will bring a number of mobile devices to the session, so that attendees will have the opportunity to experience first-hand the solutions we have developed, actively participating during the session.
Wow! That’s a great use of Blackboard Collaborate | Mark Bailye & Foong Yee L...Blackboard APAC
It is evident that Blackboard Collaborate is being used creatively and effectively in many institutions where it is having a positive impact on the learning and teaching experience. This session provides an opportunity for Blackboard Collaborate users to showcase how they have used it to make a difference
TLC2016 - Experiences and strategies used for implementing a portfolio didact...BlackboardEMEA
Presenters: Bo Lüders
Organisation: University College Southern Denmark (UC Syd)
Description: In this session we will present our experience with using Blackboard Portfolio on a fully 100 % online Teacher training education.
You will be introduced to how the portfolio became a key concept in the pedagogical thinking of the online course and how the portfolio gave educators a completely new and deeper insight in the learning of the students compared to students in traditional face-to-face education.
You will be given examples of the formative evaluation performed in the portfolio and will see examples of portfolios created by students. The portfolios will be in Danish but presenters will translate the structural elements so you can be inspired on the use of portfolios in Blackboard.
TLC2016 - Data for Students - A student-centred approach to analytics in LearnBlackboardEMEA
Presenter: Ross Ward
Organisation: The University of Edinburgh
Description: Learning analytics is primarily focused on staff accessing student data to gauge performance, predict student outcomes, and make interventions where necessary. This session will provide an overview of the work that the University has done in researching and developing a bespoke learning analytics building block called, ‘Data for Students’ that allows students to access information about their course - using click counts and comparison of grades against the cohort. The session will report on the outputs of our initial pilot studies and feedback from staff and students who have used the tool.
Adoption of Blackboard in the ELICOS system: Innovating and Augmenting Qualit...Blackboard APAC
In 2016 the Centre for English Teaching (CET) launched Blackboard for its university pathway courses (DEC) as part of an initiative to innovate and transform them into high quality blended Academic English language programs that would support students in developing both academic skills and awareness of the technology and systems required to excel during the first semester at university. While LMS use is standard practice in higher education, for the English Language Intensive Courses for Overseas Students (ELICOS) sector the integration of an online platform is still new territory and there is great potential for innovation within teaching and learning practices. Moreover, the unique context allows for a fresh perspective on how Blackboard, at its core, is a dynamic and flexible platform in teaching and learning practices that fosters communities of practice and consolidates traditional educational practices.
The implementation of Blackboard across university pathways courses at CET faced two major hurdles. To begin with, international students were less familiar with the culture and expectations surrounding LMS use at tertiary level and the nature of independent learning. Secondly, teaching staff had varying degrees of proficiency and experience in using technology in the classroom. Dealing with the challenge of educating, immersing and empowering both teachers and students simultaneously in their use of Blackboard as an integrated and powerful tool in teaching and learning raised numerous questions and helped gain valuable insights into adoption and adaption of technology and the opportunity for creative disruption. Grounding innovations in solid pedagogy, integrating technology and independent learning with in-class interaction and making learning objectives clear to both students and teachers enabled the successful uptake of Blackboard and allowed for greater support and autonomy for both teachers and students.
TLC2016 - The use of Collaborate in schools in Northern Ireland – Needs Must!BlackboardEMEA
Presenter: Eamon McAteer
Organisation: C2k
Description: The introduction of BlackBoard Collaborate into schools throughout Northern Ireland as part of the Education Network NI provided schools with a range of opportunities to: share, exchange and learn from each other.
Eamon McAteer, Curriculum Consultant with C2k will discuss some innovative ways schools use this platform to tackle educational and social needs in a cost effective and safe manner. He will also examine some of the related challenges and opportunities of this technology.
Students First 2020 - Usage and impact of academic supportStudiosity.com
Comparing Studiosity with other forms of Academic Support – An ‘ecosystem’ of student support services.
Jennifer Lawrence, Program Director, University of New England
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 - 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.
How do we develop part-time distance teaching staff in best practices for usi...BlackboardEMEA
Designing appropriate online staff development for part-time distance teaching staff presents many challenges. Traditionally, much of what is learnt happens ‘on the job’, as staff try out new approaches or meet each other for a chat over coffee (Clus, 2011). In a geographically distributed institution such as The Open University, this sort of situated and social learning is unlikely to take place often, particularly for its part-time staff. In addition, staff often will have the time and motivation to participate only in development or training which is directly relevant to their own working practices and is very timely for them (Ottenbreit-Leftwich, 2010). To encourage staff to make the best use of technologies and to adopt them enthusiastically, we need to make development engaging and attractive. In this presentation we discuss how we address these challenges when designing and developing training and development opportunities in the use of Blackboard Collaborate for part-time distance teaching staff in
The Open University. An overview of the various resources and courses we have produced will be discussed, alongside participant perspectives. Our development pathways include experiential and peer learning in cohort groups, exploiting the potential of short online courses (Campbell & Macdonald, 2011), as well as supported self-study routes using online resources. Each of the development pathways we provide allows staff the opportunity to participate in shared reflection, fostering a sense of community (Baran and Correia, 2014; Perry and Edwards, 2009). As well as these main development pathways, ongoing support, for those not presently participating in one of our development pathways, is provided through online communities of practice (Kear, 2011).
Blackboard Analytics for Learn: A recipe for successRichard Stals
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys.
We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
Higher Education & Game Principles: Context, Theory & Application - Daniel La...Blackboard APAC
This presentation reports on the efficacy of a mobile learning intervention that combined ‘push notifications’ and game principles within a timed quiz app. An institutional interdisciplinary case study was conducted which compared rates of student retention and academic performance with their usage of a purpose-designed learning app. Leading up to lectures the app pushed daily quizzes to students’ personal mobile devices and then rewarded them with feedback, points, badges and a position on a leaderboard. During this session, the findings of this study will be discussed and conclusions made in regards to what findings mean for the future research into higher education learning enabled via mobile app technologies.
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.
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 - 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).
The idea of blended learning—combining digital curricula and tools with face-to-face instruction—for elementary grades is becoming more popular, and educators are finding it works particularly well in mathematics. Our guests will provide successful approaches for implementing this technique, including resources, strategies, and examples of instruction, as well as tips for modeling blended learning in elementary grade math.
TLC2016 - Online Results Entry using the Grade Journey ToolBlackboardEMEA
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:
- An investigation of Blackboard Course Structures on the basis of a socio cultural perception of learning
- Application and evaluation of selected Blackboard Course Structures in courses at Aarhus University.
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.
TLC2016 - Mobile Learning – Unlocking the potential of authentic assessment a...BlackboardEMEA
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.
This session will showcase a number of innovative initiatives that are enabling us to create sustainable authentic assessments and very flexible online examinations.
We will bring a number of mobile devices to the session, so that attendees will have the opportunity to experience first-hand the solutions we have developed, actively participating during the session.
Wow! That’s a great use of Blackboard Collaborate | Mark Bailye & Foong Yee L...Blackboard APAC
It is evident that Blackboard Collaborate is being used creatively and effectively in many institutions where it is having a positive impact on the learning and teaching experience. This session provides an opportunity for Blackboard Collaborate users to showcase how they have used it to make a difference
TLC2016 - Experiences and strategies used for implementing a portfolio didact...BlackboardEMEA
Presenters: Bo Lüders
Organisation: University College Southern Denmark (UC Syd)
Description: In this session we will present our experience with using Blackboard Portfolio on a fully 100 % online Teacher training education.
You will be introduced to how the portfolio became a key concept in the pedagogical thinking of the online course and how the portfolio gave educators a completely new and deeper insight in the learning of the students compared to students in traditional face-to-face education.
You will be given examples of the formative evaluation performed in the portfolio and will see examples of portfolios created by students. The portfolios will be in Danish but presenters will translate the structural elements so you can be inspired on the use of portfolios in Blackboard.
TLC2016 - Data for Students - A student-centred approach to analytics in LearnBlackboardEMEA
Presenter: Ross Ward
Organisation: The University of Edinburgh
Description: Learning analytics is primarily focused on staff accessing student data to gauge performance, predict student outcomes, and make interventions where necessary. This session will provide an overview of the work that the University has done in researching and developing a bespoke learning analytics building block called, ‘Data for Students’ that allows students to access information about their course - using click counts and comparison of grades against the cohort. The session will report on the outputs of our initial pilot studies and feedback from staff and students who have used the tool.
Adoption of Blackboard in the ELICOS system: Innovating and Augmenting Qualit...Blackboard APAC
In 2016 the Centre for English Teaching (CET) launched Blackboard for its university pathway courses (DEC) as part of an initiative to innovate and transform them into high quality blended Academic English language programs that would support students in developing both academic skills and awareness of the technology and systems required to excel during the first semester at university. While LMS use is standard practice in higher education, for the English Language Intensive Courses for Overseas Students (ELICOS) sector the integration of an online platform is still new territory and there is great potential for innovation within teaching and learning practices. Moreover, the unique context allows for a fresh perspective on how Blackboard, at its core, is a dynamic and flexible platform in teaching and learning practices that fosters communities of practice and consolidates traditional educational practices.
The implementation of Blackboard across university pathways courses at CET faced two major hurdles. To begin with, international students were less familiar with the culture and expectations surrounding LMS use at tertiary level and the nature of independent learning. Secondly, teaching staff had varying degrees of proficiency and experience in using technology in the classroom. Dealing with the challenge of educating, immersing and empowering both teachers and students simultaneously in their use of Blackboard as an integrated and powerful tool in teaching and learning raised numerous questions and helped gain valuable insights into adoption and adaption of technology and the opportunity for creative disruption. Grounding innovations in solid pedagogy, integrating technology and independent learning with in-class interaction and making learning objectives clear to both students and teachers enabled the successful uptake of Blackboard and allowed for greater support and autonomy for both teachers and students.
TLC2016 - The use of Collaborate in schools in Northern Ireland – Needs Must!BlackboardEMEA
Presenter: Eamon McAteer
Organisation: C2k
Description: The introduction of BlackBoard Collaborate into schools throughout Northern Ireland as part of the Education Network NI provided schools with a range of opportunities to: share, exchange and learn from each other.
Eamon McAteer, Curriculum Consultant with C2k will discuss some innovative ways schools use this platform to tackle educational and social needs in a cost effective and safe manner. He will also examine some of the related challenges and opportunities of this technology.
Students First 2020 - Usage and impact of academic supportStudiosity.com
Comparing Studiosity with other forms of Academic Support – An ‘ecosystem’ of student support services.
Jennifer Lawrence, Program Director, University of New England
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 - 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.
How do we develop part-time distance teaching staff in best practices for usi...BlackboardEMEA
Designing appropriate online staff development for part-time distance teaching staff presents many challenges. Traditionally, much of what is learnt happens ‘on the job’, as staff try out new approaches or meet each other for a chat over coffee (Clus, 2011). In a geographically distributed institution such as The Open University, this sort of situated and social learning is unlikely to take place often, particularly for its part-time staff. In addition, staff often will have the time and motivation to participate only in development or training which is directly relevant to their own working practices and is very timely for them (Ottenbreit-Leftwich, 2010). To encourage staff to make the best use of technologies and to adopt them enthusiastically, we need to make development engaging and attractive. In this presentation we discuss how we address these challenges when designing and developing training and development opportunities in the use of Blackboard Collaborate for part-time distance teaching staff in
The Open University. An overview of the various resources and courses we have produced will be discussed, alongside participant perspectives. Our development pathways include experiential and peer learning in cohort groups, exploiting the potential of short online courses (Campbell & Macdonald, 2011), as well as supported self-study routes using online resources. Each of the development pathways we provide allows staff the opportunity to participate in shared reflection, fostering a sense of community (Baran and Correia, 2014; Perry and Edwards, 2009). As well as these main development pathways, ongoing support, for those not presently participating in one of our development pathways, is provided through online communities of practice (Kear, 2011).
Blackboard Analytics for Learn: A recipe for successRichard Stals
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys.
We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
Higher Education & Game Principles: Context, Theory & Application - Daniel La...Blackboard APAC
This presentation reports on the efficacy of a mobile learning intervention that combined ‘push notifications’ and game principles within a timed quiz app. An institutional interdisciplinary case study was conducted which compared rates of student retention and academic performance with their usage of a purpose-designed learning app. Leading up to lectures the app pushed daily quizzes to students’ personal mobile devices and then rewarded them with feedback, points, badges and a position on a leaderboard. During this session, the findings of this study will be discussed and conclusions made in regards to what findings mean for the future research into higher education learning enabled via mobile app technologies.
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.
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 - 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).
TLC2016 - Exchange of experience through (Blackboard):A tool to develop facul...
Similar to Blackboard not Blackbored: Engaging and enabling students in the Tertiary Enabling Program at Charles Darwin University | Janelle Marrington, Amander Dimmock & James Valentine (CDU) | TLCANZ17
The idea of blended learning—combining digital curricula and tools with face-to-face instruction—for elementary grades is becoming more popular, and educators are finding it works particularly well in mathematics. Our guests will provide successful approaches for implementing this technique, including resources, strategies, and examples of instruction, as well as tips for modeling blended learning in elementary grade math.
Take a look at how Cheadle and Marple prepared to make the switch to Moodlerooms. It will visit what was successful and why, results from student feedback on the project ad what happens next. It will also share insight into how their innovative teaching techniques encourage their students to better engage with their LMS.
Strategy Sessions: Innovative strategies for increasing online student engage...LearningandTeaching
Online learning often tries to recreate elements of real world teaching. As digital learning is still a fairly new field, teachers often face difficulties engaging students in this environment. The future of online learning looks promising. Perhaps the biggest beneficial aim for online learning is that it is able to not only recreate the real world classroom, but also be extremely versatile in how and where we teach students.
In these slides, Maxine Rosenfield and Simon Daly give us an insight into learners’ and educators’ expectations of digital learning and the benefits and challenges faced on the platform. Maxine and Simon share a range of strategies that can be used to overcome these challenges based on their experience and feedback, to work towards achieving better learning outcomes.
BLHW 3403 English for Professional Communication (EPC)
Title: Introduction of the online teaching and learning system that allows for better student learning
Similar to Blackboard not Blackbored: Engaging and enabling students in the Tertiary Enabling Program at Charles Darwin University | Janelle Marrington, Amander Dimmock & James Valentine (CDU) | TLCANZ17 (20)
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.
Introducing Blackboard Ally, Blackboard’s newest innovation that focuses on making digital course content more accessible. It helps institutions gain detailed insight into the accessibility of their course content, provides guidance to teachers on how to improve the accessibility of their content, and automatically provides students with a range of more accessible alternative formats.
Predictive analytics has been a hot topic recently as there have been many controversial questions asked if it will negatively impact students with a discouraging prediction.
The power of predictive analytics in education isn’t determining a student’s future in advance. It’s helping shape positive outcomes while there is still time to act. With large class sizes and growing advisor to student ratios, identifying students in need of help can be a difficult challenge. Instructors can see current grades or whether students complete assignments on time, but this limited view does not capture the students who might be likely to struggle later in the semester even though they are doing fine now.
Nicole will share about how institutions can forecast student success and struggles in their learning and how you can run a cutting-edge way of leveraging data with timely interventions offers a potentially powerful mechanism of students identification at the point and time of failure, before it is too late, and offering them strategies to overcome failures.
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.
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.
Redefining the concept of ‘face-to-face’ and online learning using the Collab...Blackboard APAC
First, this paper explores various concepts of the ‘face-to-face’ learning and teaching experience. It also challenges the current views of ‘face-to-face’ mode of content delivery as a feature limited to the physical classroom. This study is based on the use of the Collaborate Ultra for teaching in the postgraduate online TESOL (Teaching English to Speakers of Other Languages) programs at Bond University, Gold Coast, Australia. These online TESOL programs aim to deliver not just the subject content but also the ‘online face-to-face’ experience to university students. The project uses quantitative and qualitative research methods to analyse the effectiveness of the Collaborate Ultra platform in addressing the needs and expectations of the new learners. The research sample comprises data collected from teacher and student surveys and the Bond University teaching evaluation results. The ultimate objective of this project is to propose a new definition of ‘face-to-face’ as a feature also applicable to online learning and to emphasize the critical role of the Collaborate Ultra tools in making it possible.
Thinking it through: Choosing the right Blackboard tool for the job | Neville...Blackboard APAC
Blackboard Learn has many tools. How do you help academics to make the right choices? How do you validate that the choice you've made will be fit for purpose? In this session, we will be exploring a framework for tool choice for assessment across quizzes, assignments, journals, blogs and discussion boards in whole-class, group or individual contexts. We will also share best practices in the preparation and use of these tools.
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.
Workshop: The craft of creating delightful experiences: User Centred Problem ...Blackboard APAC
Learn about the Design Thinking methodology used at Blackboard to empathise with our users and solve problems. In this workshop we will apply Design Thinking to evaluate the Learn interface and user experiences when logging into Blackboard. Together we will ideate and wireframe suggested solutions.
Online Tests: Can we do them better? | Bopelo Boitshwarelo, Jyoti Vemuri, Han...Blackboard APAC
The use of e-assessment methods to facilitate and evaluate learning is a growing trend in the higher education space. In particular, the use of online tests has increased rapidly concomitant with the expansion of digital technologies for teaching purposes. Online tests, in the context of this presentation, refer to computer assisted-assessment where the deployment and marking is automated and typically involves objective types of questions such as multiple choice questions (MCQs), true/false questions, matching questions as well as predetermined short answer questions. The growing sophistication of Learning Management Systems(LMSs) such as Blackboard provide an increasing capacity for different types of online tests to be deployed, administered and marked efficiently. Additionally, most major textbook publishers and authors in certain disciplines provide online question banks that can easily integrate with LMSs meaning less time is spent on creating tests from scratch.
With these trends in mind, questions arise around the efficacy of online tests in higher education.
In this presentation we will share findings of a study investigating practices around online tests. First, we will explore what the literature reveals about the role of online tests in higher education and particularly how online tests are used to lead to student learning through formative assessment processes and feedback practices. Secondly, the presentation will review the practices around online tests at the Charles Darwin University Business School and discuss emerging issues. Thirdly, the presentation will distil some preliminary guiding principles around designing, developing, administering and reviewing online tests for effective learning and assessment. Finally, ongoing and further research by the team on the topic of online tests will be highlighted.
Designing Blackboard De-constructured: How USC is customising Blackboard | Ti...Blackboard APAC
An in-depth look at how the University of the Sunshine Coast is delivering its technical customisations to Blackboard. We will reveal and explain our enhanced theme, the new Dashboard homepage view launched this year and our Content Layout Tool used to build HTML artefacts directly into the content editor. This presentation will be particularly relevant to technical staff in your team who are designing and implementing customised system enhancements.
Innovative Blended Learning Methods: Hits and Misses | Angela Sheedy, Petra B...Blackboard APAC
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.
Effective management of organisational transformation with Learning Technolog...Blackboard APAC
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.
Moodlerooms Enterprise Upgrade Process | Shirley Li (Macquarie University) & ...Blackboard APAC
Macquarie University has recently upgraded their Moodle to Version 3.1 in collaboration with Blackboard. In this presentation Macquarie University's Project Manager, Shirley Li will discuss the implementation of the upgrade and cover some of the lessons they learnt over the 9-month project.
Lynley Clark - Project Manager from Blackboard will discuss the processes taken from a project management point of view. We will also introduce a new Project Management platform called Teamwork that will be a shared collaborative space that will be used in all future upgrade projects to with Blackboard.
Accessibility - Getting out of the way of Student Learning | Emily Southwell ...Blackboard APAC
Sometimes less is more. What are our students really after in their learning experience and how can we make Moodle 'get out of the way' so that the students can get there faster? Emily will share some of the strategies used at ACOM and the challenges faced in making their Moodle site accessible to all their users.
Experiences of flipping an online classroom: An appraisal using the Community...Blackboard APAC
Over the past couple of decades, there have been rapid advancements in the field of technology which transformed the pedagogical strategies in higher education. Online education, emphasis on technology dependent learning strategies and increasing stress on the cost effectiveness have mounted pressure on academics to come up with innovative instructional methods which are flexible, user-friendly, empowering and student-centred. Collaboration and sharing practices would be the most sensible response to these demands.
This paper shares and explores the experiences of flipping an online classroom with a large cohort of externally enrolled Undergraduate Nursing and Midwifery students in a regional Australian university. A major assessment activity of the unit and the preparatory online workshop for this assessment activity was flipped to elicit active participation and ownership of learning.
The flipped activity and the innovative mode of delivery was an effort to elicit engagement and ownership of learning for the Nursing and Midwifery students. There was a need to create communication strategies both synchronous and asynchronous to offer a flexible learning mode to this external cohort and initiate higher order thinking such as analysis, synthesis and critical introspection. The design, implementation, and evaluation of this active learning strategy are examined of using the theoretical framework, Community of Inquiry by Garrison, Anderson and Archer (2000).
There is pressure on academics to adapt to blended learning approaches as part of cost-effectiveness and the online shift of university education; however, additional time and technical support are needed to fulfill the demand. The teacher needs to be comfortable with the task and technology to create scholarly interactions and trusting associations with the learner. The students’ accountability to engage in the task, in a student-centred model of pedagogical strategy which reinforced higher order thinking was the key to this successfully flipped task.
Engaging students and staff with our Media Management System- Kaltura | Prate...Blackboard APAC
Technological advances have paved the way for a reduction in the attention span of individuals. Keeping the students engaged with the course content remains a challenge even with multiple resources that we use in our courses. Videos are increasingly being used in education, both in terms of volume and variety of use cases where videos can be used. However, ability to share videos across organisations and track how students perform based on their usage was a challenging issue within our college. In the past, videos were static resources that made the learners passive participants. With the new Media Management System we have been able to change the teaching and learning culture to create interactive videos and share them across the institution, in addition to being able to monitor students' behaviour.
This paper presents our findings from the use of Kaltura Media Management System to increase student engagement and participation in the courses and to enhance student outcomes using interactive videos through video based assignments, reflections and quizzes.
Client Engagement Services & Support for Moodlerooms | Jaslyn Hughes - Blackb...Blackboard APAC
In this session, we will provide an update on the Client Engagement Team's performance over the past year as well as go through the changes to the team, such as new staff and what this means for you, as well as other projects the team is working on to improve the services provided by the team
An exploration of pedagogical and technical use cases involving Kaltura video...Blackboard APAC
In this session, Grant Beevers, Senior Manager of the APAC Solutions Engineering team will explore a range of teaching and learning use cases which support the tight integration of the world’s leading video management solution, Kaltura, and Blackboard’s primary LMS solutions in Blackboard Learn and Moodlerooms.
Grant will take a fresh look at the 21st century campus to see how changes in video technology can ripple through every department, and provide insight into how hundreds of educational instructions around the world are incorporating video media into many of the day to day processes within the institution.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
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Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
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Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
1.4 modern child centered education - mahatma gandhi-2.pptx
Blackboard not Blackbored: Engaging and enabling students in the Tertiary Enabling Program at Charles Darwin University | Janelle Marrington, Amander Dimmock & James Valentine (CDU) | TLCANZ17
1. Blackboard not Blackbored:
Engaging and enabling
students in the Tertiary
Enabling Program at
Charles Darwin University
Janelle Marrington
James Valentine
Amander Dimmock
2. 22
What is TEP @ CDU?
TEP – Tertiary Enabling Program.
Over 1000 enrolments each year.
4 semester long units
(3 core units + 1 elective unit).
On campus and online.
3. 33
Who are our students?
12% identify as ATSI
10% from NESB
67% are female
40% under 24 years
74% under 34 years
4. 44
What are the challenges for enabling students?
Independent learning.
Using a learning
management system.
Time poor.
Family / social support.
(Bonk & Khoo, 2014)
Students are not prepared
for tertiary study.
(Hodges et al., 2013)
5. 55
Benefits of early engagement
Students are more likely to persist if they have engaged by
week 2 (Hodges et al., 2013).
Valentine & Lambrinidis (unpub. data)
Academic Language and Learning Bioscience
Percentage of students engaging for the first time each week who received a passing grade.
6. 66
Redeveloping the TEP course
Week 1 for all students = TEP Start
TEP Start focus:
1. The external student – online learner.
2. Engaging students early.
Blackboard plays a central role in TEP Start.
9. 99
TEP Start student feedback
Being a student that have never studied, TEP Start was a
great stepping stone before beginning units. Completing
modules was a great way to build some confidence.
I found it to be an excellent way of learning from home,
interactive and an easier way to meet students…
11. 1111
•housed TEP Start
•includes a variety of supporting resources.
•is made available to students early.
Blackboard site for all TEP students - TEP Central
12. 1212
Outcomes – TEP Central email
Over 1000 emails were replied to.
Students used the dedicated
email address throughout the
semester.
13. 1313
Outcomes – student engagement with TEP Central
83% of students accessed
TEP Central by end Week 2
14. 1414
Outcomes – TEP Central general feedback from students
The chance to familiarise yourself with all the online
systems before starting study so it's not so overwhelming
and being able to connect with other students.
The fact that I had one week to prepare for classes, to
start interaction with tutors and to overcome fear of
going back to study.
15. 1515
Outcomes – Game and activity completion
High level of interaction
67% completed at
least one activity
34% completed all
activities
Students who accessed TEP Central & completed each activity.
16. 1616
Outcomes – Game and activity feedback from students
The activities and quizzes helped to keep me motivated
and focused and gave me better understanding in
regards to the whole online learning scene.
17. 1717
Outcomes – TEP Start workshop attendance
61% attendance at
least one workshop
50% attendance at all
workshops
TEP Start workshop attendance for students who accessed TEP Central
18. 1818
Outcomes – workshop attendance feedback from students
I found the three online classes and talking to some
students and teachers the best aspects of TEP Start.
Meeting people online and realising how much support
there is for every student to succeed. I now feel like my
tutors and others are real human beings instead of some
distant people I do not know.
20. 2020
General feedback about TEP start from students
I would like to thank you all for the support you have
given to me as a continuing TEP student. At first, I was
accepted as an undergraduate student, but unfortunately
I felt I did not know how to write academically, reference
etc. These units have helped me understand what is
required at university….last year I was completely
overwhelmed and had no understanding at all, at least
this will give me an insight into what is expected.
21. 2121
General feedback about TEP start from students
I thought it was a great way to introduce students to the
basics and what they should expect. I found it great as I
learnt my way around [Blackboard] and online classes
prior to the actual subjects starting. I think I would have
struggled with learning these things at the same time as
starting subjects and this gave me confidence.
22. 2222
The external student – online learner
Engaging students early
Emails (1000)
Accessing TEP Central (83%)
Completion of games and activities
Workshop attendance
Feedback
Summary
Blackboard not Blackbored
Editor's Notes
Thank you so much for selecting this session to join today. We are really excited to be here and share our journey with you.
Before I start I would like to introduce my team members -
Today we are going to be talking about a new Week 1 initiative we have introduced to better engage with students and prepare them for studying in TEP at Charles Darwin University.
We are going to provide an overview of our program, the changes we have made and the outcomes we have seen.
Blackboard plays a key role in this new initiative and we are determined to ensure that our students are not bored in Blackboard.
What is TEP@CDU
The Tertiary Enabling Program or TEP is a free program designed to prepare students with the skills and knowledge required for undergraduate university study.
Enabling programs are based on the principle that every citizen regardless of cultural factors, socio economic factors, prior educational disadvantage, lack of pre-tertiary educational achievement or previous life choices should have the opportunity to attempt Higher Education.
TEP at CDU
consistently has over 1000 enrolments each year (the 2nd largest course enrolment at the university).
Consists of 4 semester long units, 3 core and 1 elective that can be completed in one semester for students studying full time or they can choose to study part time.
The units can be completed on-campus or externally.
For all students, Blackboard plays a central role in the learning in each of our units.
Who are our students
We have a diverse student cohort that includes a large number of non-traditional students, especially those from equity groups and ‘first in family’. Our students come from all over Australia.
Some characteristics of our students in first semester this year include:
12% identifying as ATSI
10% from NESB
67% are female
40% under 24 years of age and
74% in total under 34 years of age
The majority, or 64% study full time and 75% or ¾ are external students.
Again you can see that Blackboard plays a central role in learning in TEP.
As non traditional students, enabling students come with a different set of challenges compared to undergraduate students that need to be met so they can successfully complete their enabling studies and move into undergraduate study.
The Hodges et al. (2013) report on enabling programs in Australian universities identified a number of challenges facing enabling students, but one that directly relates to the subject of our presentation is that enabling students are frequently unprepared for the realities of tertiary level study.
Other challenges that face enabling students include some of those identified by Bonk & Khoo (2014) in their review of attrition and retention among online learners:
Being able to learn independently.
Learning how to use a learning management system due to low levels of computer literacy.
They’re frequently time poor due to excessive work hours, family commitments and poor time management skills.
Little support in the home environment from family and friends.
The last two of these points were also identified in the Hodges et al. (2013) report.
Hodges et al. (2013) also identified that enabling students who display some level of engagement by the end of Week 2 are more likely to persist.
This finding supports our own research that indicates the earlier students access Blackboard for the first time the more likely they are to complete a unit successfully. For example, the two graphs show the percentage of students who accessed Blackboard for the first time each week in two of our units, Academic Language and Learning on the left and Bioscience on the right, who then went on to pass. In Week 0, when Blackboard unit sites were made available to students 3 days before the semester started, ~40% of students who accessed the Blackboard site for Academic Language and Learning subsequently went onto pass the unit as did ~45% in Bioscience. In contrast, only about 10% of students who accessed Blackboard for the first time in Week 3 went onto pass either unit.
So we have given you a bit of an outline of who our students are and the challenges they may face.
When the opportunity came to redevelop TEP we looked at the identified challenges and recommendations to help our students succeed, we introduced a number of new initiatives to meet these, one of which we’re going to talk about today.
We created a Week 1 program ALL TEP students would complete as their first week of study before beginning their units, and this we called TEP Start.
This program took on board all the common and (in the past) repeated elements of a first week of study in a unit - such as how to access and use a LMS, how to join an online class, how to send an email from a student email account and generally how to get organised and ready for study.
We based our changes on 2 key principles:
TEP Start was developed for the online leaner first.
Our external student, (being 75% of our student cohort) and therefore being classed as an online learner and
Engaging the online learner early.
For TEP@CDU this meant through Blackboard, our Learning Management System. So our challenge was to develop a rich and engaging online learning environment .
How did we do it?
TEP Start consists of six interactive modules. Each module has a specific focus.
First Things First focuses on getting students ready by setting up their computer with Office 365 and ordering printed materials.
Talk – Write – Connect looks at effective communication with lecturers and peers.
Ready – Set – Learn introduces students to the requirements for successful online learning including how to use Blackboard.
Study – Life – Balance looks at identifying goals, prioritising and time management.
Tools for Success informs students about their preferred learning styles, motivation and the importance of developing a study support network.
eLibrary introduces students to the services available through the CDU Library and academic integrity.
What you can see is that each module has a specific focus and is designed around the challenges identified by Bonk and Khoo and recommendations from Hodges et al report. The modules encourage early engagement and focus on independent learning, using a LMS, time management and the importance of support networks.
Each module has a carefully designed pedagogical focus to engage the online learner and provides a structured framework for learning and consist of
Activities - All of the activities are scaffolded, have a specific purpose, clear expectations of the required level of achievement and are low risk to help build students’ confidence in their ability to succeed in online learning. For example, ZeeMaps was used, where students place a pin on a map enabling other students to see where they live and perhaps even find a nearby student who they can meet for study support.
Games - Game-based learning activities developed using Articulate Storyline that provide immediate feedback to students. This particular game provides the student the opportunity to learn about and identify their preferred learning style and strategies to help them in their study. Each game can be completed multiple times and provides immediate feedback to students.
Videos - Short, focused videos, each with a call to action for further engagement. For instance, there was a video on ‘Creating and using a semester planner’ to assist with time management skills and another on communication.
Workshops - From the six TEP Start modules, three 50 minute online workshops run in Collaborate Ultra. The workshops were designed to be interactive, engaging and innovative using polling tools, sharing applications and screens.
Feedback from students gathered in a post-TEP Start survey showed overwhelming support for TEP Start. This particular comment made by one of our students highlights two common messages in the feedback we received – TEP Start was a good way to transition into TEP and it helped to develop student confidence.
https://youtu.be/I13pFdZx7fE
We placed a lot of attention on the design of our Blackboard LMS
Here is a sneak peak:
Snapshot video using the TEP Start site as the model: use our videos, our activities, our games, icons
Colour
White space
Contrast
Repetition
Alignment
Proximity
Info cards
TEP Start had to be made available to all TEP students so we created a ‘Central’ site in Blackboard and this is known as TEP Central.
In addition to TEP Start, TEP Central includes additional supporting materials including links to support services within CDU and access to basic unit information.
TEP Central is made available to students 2 weeks before the semester starts and 10 days before Unit Blackboard sites are made available.
The opening of TC is complemented with a targeted email program. The emails provide guidance to students on how they can prepare for study and steps that are important to take in the first few weeks of their study in order to be successful in their study.
As part of TEP Central, a dedicated email address was set up to provide a point of contact for students to ask questions. We ensured emails were responded promptly, although this proved a challenge as you’ll see in a moment.
TC is a vibrant, interactive site
Over 1000 emails were responded to over the course of the semester. Most of these occurred in the first couple of weeks of the semester when TEP Start was running, but students continued to use the TEP Central email throughout the semester for a wide variety of queries. For example, we received general enquiries about units, students needing reassurance about their study, requests for information on how to re-enrol for next semester for part-time students and transitioning into undergraduate studies. There were also a lot of complimentary emails from students about TEP Start.
The quantity of emails received was unexpected, but this indicates a need for enabling students to have a clear point of contact so they can receive support whenever they need it throughout the semester.
Now that we’ve told you a bit about our new initiative, let’s have a look at the outcomes.
This leads us into other outcomes – like – access to TEP Central.
From the moment TEP Central became available to students, two weeks before the start of the semester, students started accessing this site. Indeed, over 20% of students enrolled in TEP in first semester had accessed TEP Central in the first week it became available. A high level of activity in TEP Central was maintained up to and including when TEP Start was run.
Having 83% of out students accessing the TEP Central Blackboard site before the end of the second week of the semester is a fantastic result and an important steps towards early engagement – a factor likely to assist students in succeeding as identified by Hodges et al. (2013).
In TEP, historically, we have around 50% of our students not completing their study each semester and of these students, on average, 25% never actually access Unit Learnline sites. With a focus on engaging students early, TEP Start is showing promise. – I’m not sure we need to say this.
A common comment made by students, as shown in these two pieces of feedback, was that they appreciated the opportunity to engage and become familiar with the online environment before they had to start study.
We also linked some of the activities that formed part of TEP Start to the grade centre in TEP Central so we could measure the level of engagement with these activities. The graph on this slide shows the percentage of students who accessed TEP Central and completed each of the activities.
We were very pleased to see at least a 45% completion rate for each of the TEP Start activities that we tracked by students who accessed TEP Central since none of these tasks were assessable.
From the data we collected we also able to ascertain that two thirds of students who accessed TEP Central completed at least one TEP Start activity and 34% of students who accessed TEP Central completed all 5 of the TEP Start activities that we tracked. Again, we were pleased with this level of engagement considering none of these activities were assessable.
We also tracked students attendance in both the online and face-to-face workshops by external and internal students that formed part of TEP Start. The graph on this slide shows the percentage of students who accessed TEP Central and attended each of the workshops. This shows a consistent level of attendance at each of the workshops.
At least two thirds of students who accessed TEP Central attended at least one online or face-to-face workshop and most of these students attended all three workshops.
Again, this demonstrates early engagement by our students.
Considering the majority of our students are external and are studying online, we also looked at attendance in the TEP Start online workshops compared to previous offerings of our units in Week 1 and what the flow on effect was for online classes in first semester this year. The results of this are shown in the graph on this slide for one of our core units, Computing for Tertiary Study are typical of each of our core units in particular.
On average, 43 students attended each of the online workshops for TEP Start. This is an unprecedented proportion of students attending an online class compared to online classes offered in Week 1 during previous semesters.
In the weeks following TEP Start, we also observed an increase in the proportion of students attending unit online classes compared to previous offerings of our. For example, you can see in the graph about our computing unit, attendance in first semester online classes this year is higher than in previous offerings. The change may only be a few percent, but when you have a unit with over 600 students enrolled, even a 2 or 3 percent increase still represents a few 10s of students.
This compares with data gathered anecdotally from all lecturers that attendance in TEP Unit online classes after TEP Start were higher than they had been in previous offerings. So not only were we able to engage students early with TEP Start, but we have also been able to maintain a higher level on engagement then we have previously.
The outcomes to date indicate that the students are engaging and enabling in the TEP program at CDU.
Large numbers of emails sent from students
High level of early engagement in TEP Central Learnline site by week 2
High level of interaction with TEP Start activities
High and consistent level of attendance at workshops
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