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Blackboard: Using Templates and Modules for Self-Directed Learning by Maria Tannant
The document outlines UCA's approach to self-directed and self-paced learning using structured course templates and community modules across its five campus locations. It highlights resources available, including extensive digital materials, and emphasizes the importance of managing modules centrally to support student empowerment and academic success. Key discussions include logistical challenges, best practices in learning technologies, and collaborative ownership of educational resources.
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Blackboard: Using Templates and Modules for Self-Directed Learning by Maria Tannant
- 1. SELF-DIRECTED/SELF-PACED LEARNING using coursetemplates and community modules
- 2. UCA - Universityfor the Creative Arts - Guild HE university - Provide specialist art and design education - 5 campus locations in the southeast - 7000 students - 90 courses - Art, Design, Architecture, Media & Communication Campuses: Canterbury, Epsom, Farnham, Maidstone & Rochester MARIA TANNANT Programme Manager in Digital Pedagogy mtannant@ucreative.ac.uk
- 3. Topics covered today •Logisticallandscape with 2 learning technologists •Recording best practice across UCA •FINDING STUFF!… getting lost… giving up… •The course template •The module page •Managing modules centrally •Audience input: sharing template and module practice •Questions
- 4.
- 5. Logistical landscape - 5campus locations
- 6. Logistical landscape - 5campus locations - 2 learning technologists
- 7. Logistical landscape - 5campus locations - 2 learning technologists - 7 schools offering expertise in 12 creative disciplines
- 8. Recording best practiceacross UCA…
- 9.
- 10. Disseminating audit findingsto Schools
- 11. FINDING STUFF!… gettinglost… giving up…
- 12. Resources available atUCA •30,000 DVDs, audio files & digital games •Archive of special collections & rare books •Artists books special collection •Athens: gateway to ejournals and databases •Books: over 300,000 printed/digital •eStream: TV & Radio broadcasts under license •Exhibition Catalogues special collection •Imagebank, VADS, •Journals: over 13,000 printed/digital •Library Catalogue •Multimedia: still/moving image & newspaper archives •Reading lists •Subscribed service to over 60 special collections
- 13. FINDING STUFF and gettinglost! - overwhelmed - unaware - unskilled - intimidated - despair - often give-up Les Tuileries, Paris
- 14.
- 15. Course Templates helplocate content - minimum requirements - consistency - order and structure - prompts and guides helps meet students’ expectations
- 16. Course Templates helplocate content helps meet students’ expectations
- 17.
- 18. Modules locating LibraryResources - tailored content - subject specific - oneClick - direct - no excuse - sustainable - centrally located - working together empowering staff
- 19. Modules for self-directedself-paced learning - updated centrally - changed over time - topical/trends - reference point - basic tool-kit - value for money empowering students
- 20.
- 21. Modules available forcourses and units empowering staff – enhancing student learning Academic Support - Canterbury Academic Support Contacts – Canterbury Campus Technical Resources - Canterbury Campus Technical Resources - Epsom Campus Technical Resources - Farnham Campus Technical Resources - Maidstone Campus Technical Resources - Rochester e-Journals for Architecture and Interiors e-Journals for Fashion & Textiles e-Journals for Film Production e-Journals for Fine Art e-Journals for Graphic Design e-journals for Illustration e-Stream TV & Radio eStream TV/Radio: Animation eStream TV/Radio: Architecture eStream TV/Radio: Business, Marketing & Advertising eStream TV/Radio: Design & Craft eStream TV/Radio: Fashion & Textiles eStream TV/Radio: Fashion Management & Marketing eStream TV/Radio: FE Taster eStream TV/Radio: Film Production eStream TV/Radio: Fine Art eStream TV/Radio: Graphic Design & Illustration eStream TV/Radio: Journalism eStream TV/Radio: Learning & Teaching eStream TV/Radio: Media & Digital Arts eStream TV/Radio: Performing Arts eStream TV/Radio: Photography Fashion Textiles: Research Learning Support & Study Advice FE Learning Support & Study Advice UG/PG Lynda.com Tutorials myUCA student induction video Online Resources - Animation Online Resources - Architecture & Interiors Online Resources - Broadcast Media Online Resources - Business Marketing and Advertising Online Resources - Design & Craft Online Resources - Fashion & Textiles Online Resources - Film Production Online Resources - Fine Art Online Resources - Further Education Online Resources - Graphic Design Online Resources - Illustration Online Resources - Media & Digital Arts Online Resources - PG Cert Learning & Teaching Online Resources - Photography Referencing Search the Library Catalogue Search Library Catalogue Search the Web Study Abroad (Year 1) Consider This Option Technicians at Canterbury Top 10 Tools to Support Learning Tutorials - Self Directed Learning
- 22. Keeping track andworking together advocating ownership and accountability Collaborative ownership using Google Drive
- 23. Audience discussion: - sharingtemplate practice - sharing module practice - any questions? Image Credits: Holly Randall, BA (Hons) Textiles for Fashion & Interiors – UCA Farnham
Editor's Notes
- #2 Image Credit: Holly Randall, BA (Hons) Textiles for Fashion & Interiors at Farnham UCA
- #3 UCA came about in 2007 with the merging of: Kent Institute of Art & Design – KIAD Surrey Institute of Art and Design
- #7 2 learning technologists have been in place since 2007 We have moved around since 2010… Began in the Faculty of Learning & Teaching (until that was disbanded 2012) Moved into the Library’s ‘Central Service’s department for 1 year Currently in the Centre for Digital Scholarship (another Library Department) Either way, we still do the same thing – enhance learning with technology and manage the VLE
- #8 Each of the 7 schools are scattered across all or some of the campuses FE has courses in each location whereas Architecture is taught at Canterbury and Farnham Fashion at Epsom and Rochester….. As so on… This logistical model means we work across all schools Practice is very much a joined-up and agreed process. Innovation is tried, tested and implemented Successful outputs are often multiplied across courses through recommendations at school boards
- #10 Each year we audit every course’s engagement with learning technology This is categorised by 4 distinct areas (see columns) 0 to 3 rating gives us an overview of the level of engagement (0 none, 3 extensive) Comments are included where something is worth noting Provides a snapshot of how the course uses the VLE and engaging with technology Allows us to pinpoint activity in certain courses/units
- #11 Taking the data from the annual audit we provide each school with an e-learning report Used to inform the annual academic monitoring report We use them to help identify areas of support The reports help courses discover how other courses engage with technology (allbeit a snapshot but enough to start conversations)
- #13 Being a specialist arts university, UCA has a rich provision of digital assets This list shows the main ones but not all
- #14 As a consequence students can often feel overwhelmed and lost if they arrive directly to the library website
- #16 Helps advocate minimum requirements Helps staff upload content in a more ordered and structured way Helps with consistency across courses and units so both staff and students become familiar with a pattern of information finding Prompts and guides staff where information should be located (esp. new staff and sessional lecturers) Students arrive at university expecting to find everything they need from one central point… and get annoyed when this doesn’t happen
- #17 Helps advocate minimum requirements Helps staff upload content in a more ordered and structured way Helps with consistency across courses and units so both staff and students become familiar with a pattern of information finding Prompts and guides staff where information should be located (esp. new staff and sessional lecturers) Students arrive at university expecting to find everything they need from one central point… and get annoyed when this doesn’t happen
- #19 Module content is tailored to the course’s subject area The bank of library modules cover the 12 creative disciplines taught at UCA A oneClick approach has addressed student’s concerns about too many clicks in the VLE Having direct links to library resources ensures students find them – last year’s library strategy was to make ‘Library Resources Discoverable’ Hopefully students have no more excuses for not finding the Library resources The Library Modules are completely sustainable - as they are managed centrally by the Library Being centrally located eliminates room for error and duplication, so the same module may be pinned to 10 courses and updated centrally in one place The efficiency of Library Modules have strengthened relationships and opened doors between academics and the Library
- #20 The Learning Tools modules can be: Updated centrally in Blackboard (not in the course areas) allowing all 1000 instances to be changed with one edit. Induction videos can be placed at the top of the module at the beginning of the year and move to the bottom after Xmas New tutorials/ learning packages can be featured very simply with immediate effect – using the announcement/course link tool to create awareness Address new trends in technology/learning university wide A reference point staff can direct students to – and a place staff can also learn! Provides a basic tool-kit for our creative students – as needs dictate Students get sense of value for money with the provision
- #22 Modules are created through planning and identifying need: Approx. 60 modules shown here and managed by approx. 13 people Letch's initially setup modules 70% modules are passed over to nominated departmental staff for administration - Central Resources Technician – per campus - Learning & Teaching Librarians - Learning Development Tutors
- #23 Collaborative document provides: A game plan and sense of order A sense of ownership and responsibility A snapshot of who’s doing what so people can work together building resources Identifies shortfalls in subject areas Much needed documentation for staff turnaround/organisational changes https://docs.google.com/document/d/1uj5flX-GIoVb7qyMdBsf2u0-JuLrrdPUU_vGeC0HlLc/edit?usp=sharing
- #24 Ask audience how they manage template content Ask audience how they use course modules Ask audience if they have any questions