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 - Power Using' Blackboard for purely online learnersBlackboardEMEA
Presenter: Nathalie Thorne
Organisation: Leeds Beckett University
Description: The Distance Learning Unit at Leeds Beckett have been described as 'power users' of our Blackboard installation. Since 2012 we have revolutionised how our academics deliver an integrated learning experience for purely online learners, with our instructional design team utilising various tools and techniques available in Blackboard to produce interactive, enjoyable and rewarding modules for our learners.
This session will demonstrate our distance learning style, showing how we have used discussion boards, wikis and other tools to create an immersive experience for our learners.
TLC2016 - 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.
TLC2016 - A showcase of using BB LEARN in large coursesBlackboardEMEA
Presenter: Robert Rozier
Organisation: Hanze University Groningen
Description: At the School of Communication Media and IT eduction is structured in integrated domains.
Web programming is one of these domains. Students have to attend a number of different courses. Courses are subdivided into lectures and practicals, demand that online instructional videos are to be viewed and have formative tests at regular intervals. The ramifications are that heavy burden is placed on the LMS since it has to both incorporate all the different courses, projects, assignments, and has to allow for attendance registration. The number of users and of roles is high. We will present a show case of how to structure a course in BB thus reducing this complexity especially for instructors.
TLC2016 - 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 - Power Using' Blackboard for purely online learnersBlackboardEMEA
Presenter: Nathalie Thorne
Organisation: Leeds Beckett University
Description: The Distance Learning Unit at Leeds Beckett have been described as 'power users' of our Blackboard installation. Since 2012 we have revolutionised how our academics deliver an integrated learning experience for purely online learners, with our instructional design team utilising various tools and techniques available in Blackboard to produce interactive, enjoyable and rewarding modules for our learners.
This session will demonstrate our distance learning style, showing how we have used discussion boards, wikis and other tools to create an immersive experience for our learners.
TLC2016 - 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.
TLC2016 - A showcase of using BB LEARN in large coursesBlackboardEMEA
Presenter: Robert Rozier
Organisation: Hanze University Groningen
Description: At the School of Communication Media and IT eduction is structured in integrated domains.
Web programming is one of these domains. Students have to attend a number of different courses. Courses are subdivided into lectures and practicals, demand that online instructional videos are to be viewed and have formative tests at regular intervals. The ramifications are that heavy burden is placed on the LMS since it has to both incorporate all the different courses, projects, assignments, and has to allow for attendance registration. The number of users and of roles is high. We will present a show case of how to structure a course in BB thus reducing this complexity especially for instructors.
TLC2016 - 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.
Presented at the 2016 Faculty Summer Institute. Similar to this recorded presentation: https://youtu.be/D43hOk8dA-o?list=PL620IksJTpq3Oa4vIOZD3Q6z-D-gWDezv
TLC2016 - Assessment Journey: a programme to enhance the educational experien...BlackboardEMEA
Presenter: Brian Irwin
Organisation: Sheffield Hallam University
Description: The Assessment Journey Programme at Sheffield Hallam University (UK) is continuing its progress towards delivering the changes needed to provide a seamless, improved and effective assessment experience for students and staff.
Within this session we will present on the changes needed in order to shape our institutional vision for assessment and the technology required within it. We will share our experiences of exploiting Blackboard solutions (including the Grades Journey) to implement the technological future state for online management of assessment, and report on the lessons learned and the challenges faced around merged enrolments, extension management, and reassessment.
Strategic e-learning questions:
Pure or blended online education?
Teacher driven or automatized services?
Individual, collaborative or cooperative learning?
Synchronous or asynchronous communication?
Paced or unpaced progression?
Fixed or flexible start-up?
TLC2016 - KULeuven's new learning portal and css/JS tweaks for course designBlackboardEMEA
Presenter: Bert Coenen
Organisation: KU Leuven
Description: At KU Leuven, we developed a new portal to replace our tabs-and-modules-based portal.
The portal runs outside / on top of / alongside Blackboard.
It aggregates information from different sources
- Enrollments
- Updates and messages
- User-targeted tools, links and information
Key features:
- Course list
- Inline access to updates, messages, settings
- Filter, search and customization tools:
- Favorites
- Colours
- Banners
We're also introducing a new design for course pages.
Key features:
- Based on the latest Learn theme
- Enhancements
- Simplified, inline content creation
- ""Intelligent"" learning modules
- ""Productivity"" enhancements
- Availability of courses and items
- Drag and drop
- ...
- Responsive design
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
Choosing and Implementing a New LMS: Lessons Learned from St. Petersburg CollegeD2L
Evaluating, choosing, and migrating to a new LMS isn’t easy at the best of times, but it can be even more complicated when your online program is large. What are the most important factors to consider when evaluating a new LMS? What does a good implementation plan look like? How can you ensure faculty and students are not only prepared for the change, but excited about it? St. Petersburg College knows firsthand how challenging this process can be, having migrated over 2400 courses to Brightspace in 2014.
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.
Virtual Internship for LIS Professionalsjyoti bhabal
It covers concept of Virtual internship and highlights the competencies and new job profile for the LIS interns. It also has mention of virtual internship at SHPT School of Library Science, SNDT Women's University, Mumbai, India
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.
Presented at the 2016 Faculty Summer Institute. Similar to this recorded presentation: https://youtu.be/D43hOk8dA-o?list=PL620IksJTpq3Oa4vIOZD3Q6z-D-gWDezv
TLC2016 - Assessment Journey: a programme to enhance the educational experien...BlackboardEMEA
Presenter: Brian Irwin
Organisation: Sheffield Hallam University
Description: The Assessment Journey Programme at Sheffield Hallam University (UK) is continuing its progress towards delivering the changes needed to provide a seamless, improved and effective assessment experience for students and staff.
Within this session we will present on the changes needed in order to shape our institutional vision for assessment and the technology required within it. We will share our experiences of exploiting Blackboard solutions (including the Grades Journey) to implement the technological future state for online management of assessment, and report on the lessons learned and the challenges faced around merged enrolments, extension management, and reassessment.
Strategic e-learning questions:
Pure or blended online education?
Teacher driven or automatized services?
Individual, collaborative or cooperative learning?
Synchronous or asynchronous communication?
Paced or unpaced progression?
Fixed or flexible start-up?
TLC2016 - KULeuven's new learning portal and css/JS tweaks for course designBlackboardEMEA
Presenter: Bert Coenen
Organisation: KU Leuven
Description: At KU Leuven, we developed a new portal to replace our tabs-and-modules-based portal.
The portal runs outside / on top of / alongside Blackboard.
It aggregates information from different sources
- Enrollments
- Updates and messages
- User-targeted tools, links and information
Key features:
- Course list
- Inline access to updates, messages, settings
- Filter, search and customization tools:
- Favorites
- Colours
- Banners
We're also introducing a new design for course pages.
Key features:
- Based on the latest Learn theme
- Enhancements
- Simplified, inline content creation
- ""Intelligent"" learning modules
- ""Productivity"" enhancements
- Availability of courses and items
- Drag and drop
- ...
- Responsive design
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
Choosing and Implementing a New LMS: Lessons Learned from St. Petersburg CollegeD2L
Evaluating, choosing, and migrating to a new LMS isn’t easy at the best of times, but it can be even more complicated when your online program is large. What are the most important factors to consider when evaluating a new LMS? What does a good implementation plan look like? How can you ensure faculty and students are not only prepared for the change, but excited about it? St. Petersburg College knows firsthand how challenging this process can be, having migrated over 2400 courses to Brightspace in 2014.
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.
Virtual Internship for LIS Professionalsjyoti bhabal
It covers concept of Virtual internship and highlights the competencies and new job profile for the LIS interns. It also has mention of virtual internship at SHPT School of Library Science, SNDT Women's University, Mumbai, India
Training staff in content without district support/agreement to change related tools/practices/policy
Ex. Training in FBA/BIP but district doesn’t have a comprehensive FBA/BIP process that works
Top Ten Aspects (and Lessons Learned) of a Successful Online Faculty Training...JLewisGeology
This presentation will be presented at the 2012 SLOAN-C International Conference on Online Learning and will share data, lessons, learned, and strategies for success for an online instructor training course offered at Madison College. See the full presentation details and description here: http://sloanconsortium.org/conference/2012/aln/top-ten-aspects-and-lessons-learned-successful-online-faculty-training-program
Training and Coaching Capacity Webinar.pptxShree Shree
Training and coaching are both valuable approaches to personal and professional development, but they differ in their methodologies and objectives. Here's an overview of each:
Training:
Training refers to a structured process of imparting knowledge, teaching skills, and providing instruction on specific topics or tasks. It typically follows a predefined curriculum or syllabus and is designed to enhance specific capabilities or competencies. Training programs can be conducted through workshops, seminars, online courses, or on-the-job training. The main goals of training are to transfer knowledge, develop specific skills, and improve performance in a particular area. Trainers often focus on providing information, demonstrating techniques, and facilitating practice or application of learned skills.
Coaching:
Coaching, on the other hand, is a more personalized and individualized approach to development. It involves a one-on-one relationship between a coach and a client, known as the coachee. The coach acts as a facilitator, supporting the coachee in setting goals, exploring possibilities, and achieving personal or professional growth. Coaching sessions typically involve active listening, powerful questioning, and reflection to help the coachee gain self-awareness, clarify their goals, and identify strategies for success. Coaches often help individuals explore their values, beliefs, and motivations, and provide guidance, feedback, and accountability throughout the coaching process.
While training focuses on the transfer of knowledge and skill acquisition, coaching emphasizes self-discovery, goal-setting, and personal growth. Training tends to have a more structured and content-driven approach, while coaching is more open-ended and driven by the coachee's specific needs and aspirations. Both training and coaching can be valuable in different contexts and can complement each other to support holistic development.
It's important to note that individuals or organizations may choose to engage in training programs or hire coaches based on their specific goals and desired outcomes. Some individuals may benefit from a combination of training and coaching to maximize their learning and development potential.
Gain new Project Management Skills and ensure your Project Management Career is built on a solid foundation of skills and knowledge with your BSB41513 Certificate IV In Project Management Practice.
For more information visit: www.globaltraining.edu.au or call 1800 998 500.
(Author: Anne Botting)
This is a summary of how to develop a technology staff development program. Provides some review of the Individual Technology Learning Plan recognized by NBSA as one of the best programs in the nation.
User Experience Service showcase lightning talks - December 2018Neil Allison
The University of Edinburgh User Experience Service ran a showcase of recent projects on 5 December 2018. The session began with these lightning talks.
Digital content leading practice evaluation interviewColleen Hodgins
These were the slides used to focus the Digital Content - leading Practice participants to tell their story and learning journey via the webconference platform.
7. Who are your facilitators?
• Robin West – Program Manager
– Robin.West@deta.qld.gov.au
– 0740422420, 0418156793
• Colleen Hodgins – Teacher
– Colleen.hodgins@deta.qld.gov.au
– 0419740583
9. What is this Diploma of
Management?
• A nationally recognised VET Diploma
program incorporating 8 units of
competency
• 5 core subjects, 3 electives
• Performance Enhancement Professional
development Program
10. Competency units in this program
• Manage Personal Work Priorities and Professional Development
(core)
• Ensure Team Effectiveness (core)
• Manage Projects (core)
• Manage Operational Plan (core)
• Facilitate Continuous Improvement (core)
• Manage People Performance (elective)
• Manage Quality Customer Service (elective)
• Develop a Workplace Learning Environment (elective)
• Under development
– Develop Workplace Policy and Procedures for Sustainability (elective)
– Recruit, Select and Induct Staff (elective)
– Manage Performance Systems (elective)
– Manage Workforce Planning (elective)
11. When does it begin?
• January 2010
• The program is designed so that you can
achieve the full Diploma qualification in 1
year.
• Options for fast tracking are available
• Recognition of Prior learning (RPL) is also
offered
12. Where is it conducted?
• Cairns TAFE Campus Tropical North Qld
TAFE– S Block B.E.S.T Faculty
• Negotiated off Campus delivery and
support is available
14. How is this program conducted?
• Scheduled face to face/online interactive
workshops monthly
• Recordings of workshops available on
request
• Online resources in TNQ online learning
management system (my.tafe)
• Personal coaching/ support
15. How am I assessed?
• For each competency unit there are 3-4 assessment tasks
– A written assessment that involves Research/ knowledge
development using a text-book and answering designated
questions
– Practical work based activities that are completed in your
workplace and then written into short workplace reports and
signed by relevant workplace personnel
– A general overview story, which describes your current skills and
knowledge against the unit requirements and is supported by a
portfolio of evidence where you collate workplace evidence to
support this story e.g documents, procedures, projects, emails,
certificates etc
17. How do you get started/costs?
• Attend an information session – December 2009,
January 2010 and Complete a pre-enrolment interview
• Enrol in person/by phoning the TNQ TAFE Admission
Centre – Katrina Wright (0740422386)
• Advise the Program Manager when you receive your
confirmation of enrolment letter
• Complete the induction program with your facilitator
• Start the program
• Costs – approximately $1700 dollars for the full program
• Costs – approximately $600 dollars to RPL
18. Information sessions 2009-2010
• December 14th
2009 online
• December 16th
– Cairns campus TNQ
TAFE 5.30 – 7.30pm
• January 18th
2010 online
• January 20th
2010 Cairns campus TNQ
TAFE 5.30 – 7.30pm
23. Finally….
• Web site address for some further detail.
– http://my.tafe.qld.gov.au/tqaccess/logon.aspx
– Username: TBA
– Password: TBA
Contact us anytime and we can clarify any
questions you may have.