Moodlerooms Enterprise Upgrade Process | Shirley Li (Macquarie University) & Lynley Clark (Blackboard) | TLCANZ17

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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.

Education

Moodlerooms
Enterprise Upgrade
Process
Shirley Li Macquarie University
Lynley Clark Blackboard

33
Moodle 3.1 Upgrade June 2016 – March 2017
Proposal
Review
(June)
Project
Kick-off
(Sept)
Testing
(Sept –
Jan 2017)
Go-live
(3 Feb
2017)
Post Upgrade
Release &
Review
(Feb – Mar
2017)
Initiation Planning Implementation Monitoring

55
Project Team
• Project Manager
• Technical Lead
• Testing Team Lead
• Testers: Helpdesk Support, Learning Designers,
System Administrators
• Communication Lead
• Training Coordinator
• Stakeholders: Central IT and Faculty Learning
Designers
• External: Blackboard Project Team

66
Testing
• Interim Test, Stage & Production
• 450 test cases, 50 categories
– Activities
– Gradebook
– Plugins
– Theme

77
Testing (continued)
• Test instructions and FAQ
• Process to report, track and escalate issues
• Weekly update of status

1010
Communication
Unit Convenors
L&T Blog
Emails
Blackboard
Team
Meetings
Emails
Macquarie
Team
Meetings
Wiki
JIRA
Students
Announcement

1111
Support to Unit Convenors
• Drop-in Clinic
• Online resources

Lynley Clark
Blackboard Senior Project Manager

2020
Process and tasks
• Initiation phase
• Phase 1 – Testing and incremental
fixes
Initiation
Testing
and
fixes
Catchup
development
Go live
Project
Closure

2121
Process and tasks
• Phase 2 – Catchup development
• Phase 3 – Go Live
• Phase 4 – Project Closure
Initiation
Testing
and fixes
Catchup
DevGo live
Project
Closure

2222
Teamwork overview
Project management site
• Tasks
• Milestones
• Messages
• Files
• Notebooks
• Risk register
• People management
• roles

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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.

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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.

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.

Learning analytics and the learning and teaching journey | Prof Deborah West ...

Blackboard APAC

Much work has been done across the sector in relation to learning analytics including the implementation of Analytics for Learn as well as Pyramid and SQL reporting. This work has provided us with data around learning and teaching interactions at various levels and in different contexts. From this data reports are generated that can be used in a variety of ways including to address issues of retention, assist with student success, support teaching practice and facilitate curriculum improvement . However, many academics are not quite sure of what is available, what it can be used for or the timing around usage. This can present a range of challenges including the under-utilisation of reports that are available, inappropriate use of reports or a sense that reports are not very useful. One way that we are tackling these challenges at Charles Darwin University it to conceptualise the reports within the framework of the learning and teaching journey. This includes a variety of perspectives from the student journey to the curriculum lifecycle. This also provides the opportunity to consider the relevance of reports to different learning and teaching contexts and approaches. This session will present our framework highlighting recommended time frames and applications for various reports as well as drawing attention to both the benefits and limitations of the approach.

From Bb Learn to Mobile to Ultra - The history of online learning at St Hilda...

Blackboard APAC

In 1999, while on a visit to Deerfield Academy in MA USA, I first saw Blackboard. Upon returning to Geelong Grammar School, I oversaw one of the first K-12 Bb installations in Australia. In 2007 as Head of Digital Learning at St Hilda's School on the Gold Coast, I again oversaw a move to the Blackboard LMS. We were then the first K-12 school to move to a fully hosted environment, and now we are the first to move to Ultra. A lot has changed, and a lot of fundamentals remain the same. This session is a look at the sequence of events that has led to us being where we are today. The migration to Ultra will also be discussed.

Online Tests: Filling in the Gaps | Mary-Ann Shuker & Dr Suzzanne Owen - Grif...

Blackboard APAC

Blackboard online tests are powerful, with multiple settings and multiple question types. So often test are created with only two question types - multiple choice and short answer - with the majority testing recall only. Academics are often confused or simply unaware of all the settings and steps in administering tests. We present a tool developed to: engage academics with the full range of automatically marking question types; explain how to create higher order thinking questions; and expose them to the full workflow of online test capabilities. This tool can be used in a class or as self-directed learning. Finally we share statistics and feedback on its success and a tricky method for enticing busy academics to fully engage in a class for two hours.

Improving Assessment and Feedback | Paul Hellwage - Monash College | TLCANZ17

Blackboard APAC

Assessment and Feedback is a focus at our institution, with an emphasis on providing high quality feedback to our students in a timely manner. Students are often intrinsically motivated to seek feedback that will help them engage with their subject (Higgins, et. al., 2002) and while feedback has been available and is valued, Weaver (2006) has indicated that adding comments could be more helpful. To address these requests, we have focused on implementing Assessment and Feedback project with the introduction of Turnitin Feedback Studio across a number of courses at the College. The two main reasons for the shift to Turnitin are: 1.) To increase student engagement by giving them more in depth and relevant feedback on their assessments, and 2.) Simplify and streamline teacher’s marking and workload. By moving to Feedback Studio, we were able to continue to provide students access to rubrics and general comments, while significantly improving feedback by introducing overall verbal feedback and multiple different types of annotations. These annotations range from highlighting a common mistake to providing web links to resources that help students improve, for example, a website detailing the correct way to reference an assignment. With a mix of: Rubrics, comments, written summations, verbal feedback, strikethrough, inline text and quickmarks providing links to resources, we have found that the students are being provided with extremely rich feedback that is very easy to process due to a smart, simple layout. Moreover, students also have access to Feedback Studio’s originality and similarity reports. We encourage academic staff to allow students access to this feature for drafting and learning purposes. This empowers them to improve their referencing and paraphrasing skills without having to contact teaching staff. Teaching and marking staff are also experiencing the benefit of this system. Despite the increase in feedback to students, the marking process has become more streamlined, with easy to use rubrics, drag and drop annotations and one-click verbal feedback helping to facilitate more efficient marking. This session will detail the benefits outlined above and explain how the students and staff have embraced these changes.

Game on! | Mark Bailye & Nicole Wall - Blackboard | TLCANZ17

Blackboard APAC

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