Moving to Brightside: LSTM's Journey to a New LMS
•Download as PPTX, PDF•
1 like•490 views
LSTM established in 1898 as the first institution dedicated to tropical medicine. It implemented Brightspace in 2014-2015 after gaining HEI status to have its own systems independent from the University of Liverpool. The implementation focused on usability, look and feel, and integrations. It conducted two pilot programs with improvements based on feedback. By September 2015 all courses used Brightspace. Staff engagement included training and sneak previews. Successes included early access, single sign on, custom roles, and feedback surveys. Future plans include continuous delivery, off-campus support, and navigation improvements based on ongoing user feedback.
Recommended
Recommended
More Related Content
Viewers also liked
Viewers also liked (20)
Similar to Moving to Brightside: LSTM's Journey to a New LMS
Similar to Moving to Brightside: LSTM's Journey to a New LMS (20)
More from D2L Barry
More from D2L Barry (20)
Recently uploaded
Recently uploaded (20)
Moving to Brightside: LSTM's Journey to a New LMS
- 1. Moving to the Brightside Dan Robinson – Liverpool School of Tropical Medicine
- 2. Who are we? • Established in 1898 • The first institution in the world dedicated to research and teaching in tropical medicine • Heavy research focus – £300m portfolio • 600 students worldwide, 68 countries • Postgraduate, professional courses, short courses
- 3. Sir Ronald Ross, 1st British winner of Nobel Prize, for discovery of transmission of malaria by mosquito Founder Sir Alfred Jones, Liverpool ship owner, £350 in 1898 Dagnall Laboratory, still in use today Venom extraction at LSTM herpetarium School at turn of century Our emblem, which is now embodied in our logo Current work includes: Impregnated Bednet trials, Zika virus forum, Serious Gaming
- 4. Background to change • Historically systems and support provided by University of Liverpool • Recognition in 2013 following HEI status LSTM would need it’s own systems • 2013/14 Review of school need and evaluation of VLEs • 2014/15 Work carried out on implementation, configuration and integration • December 2014 first pilot course in BrightSpace • Full rollout September 2015
- 5. Our Brightspace Implementation • Hosted (10.3 SP20) • Learning Object Repository • E-Portfolio • Wiggio
- 6. Institutional Challenges • Catering for a diverse student population • Managing the user experience of different types of students • Integrating with an immature IT infrastructure • Integrating with an SIS which was in development • User engagement • Sharing of good practice
- 8. It is a very unfriendly system with non intuitive menus. difficult to navigate not intuitive bit boring Clunky and not very visually appealing
- 9. Limitations of the legacy systems • Granularity of Blackboard implementation • Poor user experience of gaining access • Multiple usernames and passwords • Inability of gaining early access • Lack of social spaces
- 10. Where did we focus our attention? Functionality Usability • Simple navigation and page construction • Integrations with other systems • Single sign on of all tools Look and feel
- 11. Requirements • Non teaching spaces • Early access to systems via the SIS • Pre course engagement with students • Personalised student experience • Staff access to all courses (‘observer’ role) • Full single sign on across all systems • Visual appeal • Integrations • LTI • SIS
- 12. Long implementation period prior to year 1 • Pilot #1 • Diploma in Tropical Nursing Dec 2014 intake • 80 students, 3 weeks • Brightspace with UoL systems (email, SIS etc.) • Pilot #2 • Same course, May 2015 intake • Brightspace all new LSTM systems (email, SIS, sharepoint intranet) • Good feedback – leading to changes/improvements to interface • Sept 2015 – All courses in Brightspace • 4 diplomas, 33 MSc units Migration
- 13. Staff engagement • Sneak preview events • Departmental meetings • Board of studies meetings • Brightspace in Your Space • Formal training events • Personal invitations to Module Convenors/Directors of Studies • Discuss the migration • An opportunity to improve practice!
- 14. What has been successful • Early access to Brightspace • SSO • Integrations • Binder • Use of roles to enable a personalised experience. • Integration with Zopim • Visual customisation
- 15. Use of roles to enable a personalised experience. “Observer role” Welcome widget
- 16. Integration with Zopim (live client)
- 18. Gathering user feedback • Surveys • Anonymous digital feedback box • Formal committees Student and staff user groups. • Meet 3 times per year Evidence based discussions with staff
- 20. The future • Continuous delivery - eek! • Developing approaches to support off campus delivery • Adoption of minimum standards • Use of the LOR • Timetable integration • Revisit navigation + design in light of student and staff feedback
- 21. With thanks to D2L for their excellent support through this process
Editor's Notes
- Full rollout - Brightspace
- Roles – both student and staff roles give a personalised experience to the system. Programme homepages Student community sites L&T community
- User focussed events – lots of training oppprtunities. What did we find? Engagment was poor, useage high
- Users want to know what's happening. Building a relationship of trust
- Very positive relationship built with students before they arrive. They already know the DoS and TEL and Admin staff SSO across all tools including Office 365 and Panopto
- 3 main roles, include staff development role, including observer role, giving a personalised experience of the system, whilst part of the school ,but also individual, target new items to groups within course, staff different experience in terms of instructor and observer role.