Efficiency in teaching using these 5 Moodlerooms tools and tips | Grant Beevers - Blackboard | TLCANZ17

•

0 likes•368 views

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.

Efficiency in teaching
using these 5
Moodlerooms tools and
tips
Grant Beevers
Senior Manager,
Solutions Engineering APAC

2
• Grading tips to help you know what needs
grading
• Tips for using the Moodlerooms Grader
• Some commonly used PLD rules
• Comparison reports tips
• Intelliboard – awesome new analytics add-on

3
1. How do I know what needs grading?
There are many ways for you to tell what needs grading in your courses.
* From the activity
* From Moodlerooms Grader
* From the Needs Grading report
* From your Snap personal menu
* From a PLD notification
https://help.blackboard.com/Moodlerooms/Teacher/Grading/Gradebook/Grading_in_Gradebook

4
2. Moodlerooms Grader is an alternate grading
option that enables you to view, grade, and
navigate through student submissions in a
simplified, adjustable, two-pane view.
Currently, only assignments and forums are
supported in the Grader.
https://help.blackboard.com/Moodlerooms/Teacher/Grading/Moodlerooms_Grader

5
• Use advanced grading methods, such as rubrics.
• Annotate PDFs within the Grader.
• Use marking workflows and delegate grading.
• Teachers and students can discuss a particular
grade or submission in the assignment's
comments.
• Students can view only their own submissions and
grades in the Grader.

7
Marking workflows
With marking workflows, marks go through these stages before being
released to students.
Not marked: Marking hasn't started.
In marking: Marking is in progress.
Marking completed: Marking is finished but the marker might need to
go back for corrections.
In review: Marking is being reviewed the teacher in charge
for quality checking.
Ready for release: The teacher in charge is satisfied with the marking
but is waiting to give students access to the mark.
Released: The student can access the grades and feedback.

8
3. PLD (Personal Learning Designer) Rule
Structure

9
Some common PLD rules to save some time:
• Failed Quiz Rule
• Course Not Accessed Rule
• Remediation or Revision Rule
• Course Grade Update Rule
• Forum Post Rule
• Quiz or Assignment Not Submitted Rule
https://help.blackboard.com/Moodlerooms/Teacher/Personalized_Learning_Designer/PLD_Sample_Rules

10
• Activities comparison: Compares the summary data of
different activities within a course.
• Participants comparison: Compares the summary data of
different users or cohorts within a course.
• Course summaries: Displays summary data for different
courses across the site.
• Participant summaries: Displays summary data of users in
courses that share a facilitator.
https://www.moodlerooms.com/2012/08/14/best-practices-six-tips-taking-advantage-joules-comparison-reports/
4. Comparison Reports

15
5. Intelliboard
• 60+ reports and analytics.
• Responsive design interface.
• Learner, Instructor and Competency Dashboards.
• Configurable permissions and settings.
• Reporting for administrator, instructor/teacher level,
and employer, where applicable.
https://apacrfp-sandbox.mrooms.net/

Efficiency in teaching using these 5 Moodlerooms tools and tips | Grant Beevers - Blackboard | TLCANZ17

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.

Blackboard Opening Keynote | Katie Blot - Blackboard | TLCANZ17

Blackboard APAC

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.

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.

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.

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.

TLC2016 - Inspiring a Sense of Educational Community

BlackboardEMEA

Presenter: Barbara Becker Organisation: Leeds Beckett University Description: Functionality in Blackboard Communities has been utilised to tailor a unique Communities view for identified groups of distinct University students. Leeds Beckett University provides courses for a vast array of learning perspectives: Distance Learners, global Franchise partners, Researchers and specialised CPD courses. Over the past five years, students have been given their own customised view of the MyBeckett portal, utilising Institutional Roles to tailor Brands, Tabs & Modules so that specific, purposeful content is delivered to each group, creating unique student portal views.

TLC2016 - Life, Universal Design & Blackboard

BlackboardEMEA

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 - Power Using' Blackboard for purely online learners

BlackboardEMEA

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.

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 - SWC Virtual Academy

BlackboardEMEA

Presenter: Ciara Duffy Organisation: South West College Description: South West College have introduced a new student enhancement initiative called the “SWC Virtual Academy” which is student-centered, interactive, engaging and available 24/7. The Academy, which is hosted on Blackboard Learn, provides a series of online programmes designed to prepare students for future employment by building their expertise in core skills using today’s most popular technologies. Students can choose from a wide variety of fully online or blended programmes including: Employability, Entrepreneurship, Business Start-up, Digital Skills and Study Skills. Over 10,000 digital badges have been awarded to students for the successful completion of individual courses/programs since September 2015. This session will encourage educators to reflect on how the student delivery models are evolving.

Client Insights - Sheffield Hallam University: Assessment Journey

BlackboardEMEA

Learning from failure: The Blackboard Perspective

BlackboardEMEA

Client Insights - Glasgow Caledonian University: Marks Integration and the Di...

BlackboardEMEA

The concept of the digital university is often raised as a major issue within HE developments. Many universities have digital elements but still operate on a pre-digital basis. This webinar will outline how the piloting of the Grades Journey Solution at Glasgow Caledonian University is a microcosm of what a university has to address if it claims to be digital. Jim will share the results of their pilot and the intended outcome e.g. a simplified workflow for the single input of grades and their extraction into the SIS.

Improving 180 Blackboard Sites in 180 Days - Christian King & Sandra Thwaites...

Blackboard APAC

At many universities, the Blackboard subject site is the primary interface for the student learning experience. If the site is poorly organised, students do not know how to navigate the learning experience, such as when to engage with what content. If assessment criteria are minimally indicated, the quality of submissions suffers. If no tools are used to foster interaction, the learning experience becomes isolating. Conversely, when Bb sites are effectively designed and maintained, the quality of the student learning experience tends to be high. The quality of Bb sites varies across universities and within programs of study. Students who experience a well-designed site in their first semesters come to expect this standard in subsequent semesters. Bond University thereby undertook a whole-of-university strategic priority project to improve 180 Bb subject sites in 180 days. Associate Deans (Learning & Teaching) in each faculty selected the sites. The initial quality of the sites varied, with many assessed as initially high quality, meaning that improvement meant moving from strength to strength and focusing on elements such as increasing elements of technology enhanced learning. The co-facilitators of this presentation are the academic developers who worked one-on-one with each of the participating academics. Therefore, from their perspectives, the key takeaways for attending delegates will be: - Identification of challenges and stumbling blocks, as well as success strategies - Checklists and professional development materials - Illustration of before and after improvements as exemplars - Ideas for increasing elements of technology enhanced learning - Templates for emails, announcements and other communications

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.

TLC2016 - Using badges to motivate and engage students

BlackboardEMEA

Presenter: Inger-Marie Falgren Christensen Organisation: University of Southern Denmark Description: The gap between educational institutions and students is widening. Many institutions maintain traditional methods and adopt new at a slow pace. Some educators and developers are looking to gamification to bridge the gap. This workshop will help participants’ explore the potential of badges in education. An introduction to badges and the purposes of using these in education will be provided. Ways of integrating badges into courses will be explained. Furthermore, the process of designing and issuing badges in Blackboard Learn will be demonstrated. Participants will get the opportunity to discuss how badges can be integrated in their context, share examples and design badges for their own students.

Using an LMS to Evaluate Training

CommLab India – Rapid eLearning Solutions

TLC2016 - Learning Analytics - One Universities Journey

BlackboardEMEA

Presenter: Sandra Stevenson-Revill Organisation: University of Derby Description: Over the years there have been lots of discussions on using data to understand learning content. UDOL are taking the next step, using analytics to understand their online provision and the impact that has on learners. This presentation will outline why the Blackboards Analytics tool, how we implemented and timescales involved. Focusing on the use of the tool within UDOL which is responsible for Derby's online provision. We will show you some of the reports and discuss how we are using them. This is continuing our sequence of presentations on UDOL's use of Blackboard Learning Analytics tools.

The RISE Framework: Using learning analytics for the continuous improvement o...

Bob Bodily

TLC2016 - KULeuven's new learning portal and css/JS tweaks for course design

BlackboardEMEA

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

Using real-time dashboards to improve student engagement in virtual learning ...

Bob Bodily

Tips for Assessing Student Learning Using Blackboard

Jason Rhode

The online assessment tools of Blackboard can be utilized to facilitate meaningful and memorable learning activities for students. These online assessment tools include: surveys, test, quizzes, and electronic submission of assignments. What are the most efficient and effective uses of the Blackboard assessment tools? What recommendations exist for reinforcing academic integrity and providing meaningful feedback? This online discussion to shared tips and best practices for assessing student learning using Blackboard.

Examining the effect of a real time student dashboard on student behavior and...

Bob Bodily

Managing the Online Teaching Workload

Stephanie Richter

The IC Who "Lived" Me, Transitioning from implementing D2L to operations

D2L Barry

Predictive dashboard elements

Bob Bodily

Gavin henrick learning_analytics-workshop_questions

Gavin Henrick

LAK '17 Trends and issues in student-facing learning analytics reporting sys...

Bob Bodily

Blackboard Course Management Control Panel

creativeone32

Which LMS is the Best? Pros and Cons of Blackboard, D2L, and Canvas

Mark Maxwell

What's hot

Accessibility Webinar: Making Blackboard Modules and Content Accessible for All

BlackboardEMEA

TLC2016 - SWC Virtual Academy

BlackboardEMEA

Client Insights - Sheffield Hallam University: Assessment Journey

BlackboardEMEA

Learning from failure: The Blackboard Perspective

BlackboardEMEA

Client Insights - Glasgow Caledonian University: Marks Integration and the Di...

BlackboardEMEA

Improving 180 Blackboard Sites in 180 Days - Christian King & Sandra Thwaites...

Blackboard APAC

TLC2016 - Assessment Journey: a programme to enhance the educational experien...

BlackboardEMEA

TLC2016 - Using badges to motivate and engage students

BlackboardEMEA

Using an LMS to Evaluate Training

CommLab India – Rapid eLearning Solutions

TLC2016 - Learning Analytics - One Universities Journey

BlackboardEMEA

The RISE Framework: Using learning analytics for the continuous improvement o...

Bob Bodily

TLC2016 - KULeuven's new learning portal and css/JS tweaks for course design

BlackboardEMEA

Using real-time dashboards to improve student engagement in virtual learning ...

Bob Bodily

Tips for Assessing Student Learning Using Blackboard

Jason Rhode

Examining the effect of a real time student dashboard on student behavior and...

Bob Bodily

Managing the Online Teaching Workload

Stephanie Richter

The IC Who "Lived" Me, Transitioning from implementing D2L to operations

D2L Barry

Predictive dashboard elements

Bob Bodily

Gavin henrick learning_analytics-workshop_questions

Gavin Henrick

LAK '17 Trends and issues in student-facing learning analytics reporting sys...

Bob Bodily

What's hot (20)

Accessibility Webinar: Making Blackboard Modules and Content Accessible for All

TLC2016 - SWC Virtual Academy

Client Insights - Sheffield Hallam University: Assessment Journey

Learning from failure: The Blackboard Perspective

Client Insights - Glasgow Caledonian University: Marks Integration and the Di...

Improving 180 Blackboard Sites in 180 Days - Christian King & Sandra Thwaites...

TLC2016 - Assessment Journey: a programme to enhance the educational experien...

TLC2016 - Using badges to motivate and engage students

Using an LMS to Evaluate Training

TLC2016 - Learning Analytics - One Universities Journey

The RISE Framework: Using learning analytics for the continuous improvement o...

TLC2016 - KULeuven's new learning portal and css/JS tweaks for course design

Using real-time dashboards to improve student engagement in virtual learning ...

Tips for Assessing Student Learning Using Blackboard

Examining the effect of a real time student dashboard on student behavior and...

Managing the Online Teaching Workload

The IC Who "Lived" Me, Transitioning from implementing D2L to operations

Predictive dashboard elements

Gavin henrick learning_analytics-workshop_questions

LAK '17 Trends and issues in student-facing learning analytics reporting sys...

Similar to Efficiency in teaching using these 5 Moodlerooms tools and tips | Grant Beevers - Blackboard | TLCANZ17

Blackboard Course Management Control Panel

creativeone32

Which LMS is the Best? Pros and Cons of Blackboard, D2L, and Canvas

Mark Maxwell

Which LMS is the Best? Pros and Cons of Blackboard, D2L, and Canvas

Mark Maxwell

Presentation from eAssessment & Originality hands-on session for PGRs (PTT co...

Laurenunirdg_tel

Trialling the Moodle My feedback report at UCL

Jessica Gramp

Learning Pool Live local Totara 2.9 and beyond

Learning Pool Ltd

Ways of tracking progress in Moodle

Rebecca Barrington

Top 5 Moodle Plugins for Productivity

Lambda Solutions

Whether you’re new to Moodle, or an experienced user, knowing which plugins to choose and how to best implement them can be a challenge. Our Moodle experts regularly review plugins and advise and help our clients select the best plugins based on their learning and training needs. In this live demonstration, you will see in depth, the top 5 plugin choices which help with tracking learning engagement, reporting, and overall user experience. Watch the presentation to learn which Moodle Plugins will allow you to: - Enhance learner productivity and improve performance - Reduce employee turnover, and increase learner engagement - Improve training and learning processes, and see consistently better learning results

Quality Does Matter at Minnesota D2Lignite

D2L Barry

Orientation deliverydeck pucpr

Diego Roberto de Souza

CDL conference QM

Kathleen Stone

Empowering students to improve with Moodle My Feedback - ALTC 2017

Jessica Gramp

My Feedback evaluation and ideas for better guidance

Jessica Gramp

Leaning Management System and Moodle

Suresh Babu

Planning and Creating Rubrics in D2L Brightspace

D2L Barry

Moodle user group 27 02-14

Jisc RSC East Midlands

Bb on Tour 2016 | Exploring the Grades Journey and Improving Assessment Feedb...

Blackboard APAC

Grading used to be an extremely time consuming process which kept academics at their desks and dreading the task. With the advent of new technologies, mobile apps and beautiful new features which make the job more practical – not only is it a quicker and more pleasant process but academics now have the chance to reflect further on assessment style, effectiveness and take on board feedback for future courses. Join this session for an insight into how to implement best practice in grading at your organisation. Presenters: Mark Bailye, Customer Success Manager, ANZ Mick Garner, Solutions Engineer, ANZ

Home base sn ppt t4 t

mbarefoot

Tips for Driving Learning Success with Moodle LMS Reporting

Lambda Solutions

As your courses run, your learners participate, and your instructors design, Moodle learning management systems create and store a wealth of data just underneath the hood. All of the information you need to optimize your system, report on the effectiveness of your courses, and identify opportunities for learner intervention are waiting to be analyzed, visualized, and shared. Join Stewart Rogers, the Lambda Solutions reporting and analytics expert, to discover how you can use reporting and analytics in your Moodle LMS to drive learning success. This webinar will demonstrate what you can gain from analytic insights into your learner data created through Moodle, and provide tips and tricks on how you can quickly access, analyze, and share this information for actionable insights that will help you improve the effectiveness of your learning programs. Attend the live webinar to learn how to: - Monitor student progress and identify intervention opportunities - Report on student activity and engagement within your courses - Collect and visualize compliance data - Assess “time spent” by your learners and instructors - Analyze trends in the effectiveness of your learning programs

Badge your learning

Martin Cooke

Similar to Efficiency in teaching using these 5 Moodlerooms tools and tips | Grant Beevers - Blackboard | TLCANZ17 (20)

Blackboard Course Management Control Panel

Which LMS is the Best? Pros and Cons of Blackboard, D2L, and Canvas

Presentation from eAssessment & Originality hands-on session for PGRs (PTT co...

Trialling the Moodle My feedback report at UCL

Learning Pool Live local Totara 2.9 and beyond

Ways of tracking progress in Moodle

Top 5 Moodle Plugins for Productivity

Quality Does Matter at Minnesota D2Lignite

Orientation deliverydeck pucpr

CDL conference QM

Empowering students to improve with Moodle My Feedback - ALTC 2017

My Feedback evaluation and ideas for better guidance

Leaning Management System and Moodle

Planning and Creating Rubrics in D2L Brightspace

Moodle user group 27 02-14

Bb on Tour 2016 | Exploring the Grades Journey and Improving Assessment Feedb...

Home base sn ppt t4 t

Tips for Driving Learning Success with Moodle LMS Reporting

Badge your learning

More from Blackboard APAC

Wow! That’s a great use of Blackboard Collaborate | Mark Bailye & Foong Yee L...

Blackboard APAC

Truly Inclusive Learning: Bringing Accessibility to Everyone | Foong Yee Leon...

Blackboard APAC

Delivering Student Retention & Success with Predictive Analytics | Nicole Wal...

Blackboard APAC

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.

Exploring your pathway to SaaS and Ultra | Glenn Philpott - Blackboard | TLCA...

Blackboard APAC

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.

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.

Workshop: The craft of creating delightful experiences: User Centred Problem ...

Blackboard APAC

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.

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.

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.

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.

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.

Blackboard not Blackbored: Engaging and enabling students in the Tertiary Ena...

Blackboard APAC

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.

Accessibility - Getting out of the way of Student Learning | Emily Southwell ...

Blackboard APAC

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

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.

More from Blackboard APAC (20)