The document discusses the University of Reading's process for rolling over courses from one academic year to the next in their learning management system, Blackboard. It describes how the university surveyed staff about the existing rollover process, identified areas for improvement, and tested changes like allowing staff to opt out of certain parts of rollover. The updated process received positive feedback from most staff and helped the university better understand users' needs.
The Widening Student Service Gap - Michael Zastudil, BlackboardBlackboard APAC
Technology is integral to the academic experience today. As the role of technology increases, demand for help desk resources and support increases as well. If resources are not growing to meet demand, student adoption and satisfaction can suffer. Blackboard’s IT Help Desk services make sure the technologies powering your campus accelerate learning rather than inhibit it. We can provide a unified and scalable solution that extends your IT support affordably, while offering personalized service that helps keep all of your users satisfied.
More than 500 institutions currently use Blackboard Help Desk as an extension of their helpdesk support to: Improve end user satisfaction and adoption; Focus limited staff on complex support issues; and Off-load routine inquiries to self-service technologies or Blackboard advisors.
The Widening Student Service Gap - Michael Zastudil, BlackboardBlackboard APAC
Technology is integral to the academic experience today. As the role of technology increases, demand for help desk resources and support increases as well. If resources are not growing to meet demand, student adoption and satisfaction can suffer. Blackboard’s IT Help Desk services make sure the technologies powering your campus accelerate learning rather than inhibit it. We can provide a unified and scalable solution that extends your IT support affordably, while offering personalized service that helps keep all of your users satisfied.
More than 500 institutions currently use Blackboard Help Desk as an extension of their helpdesk support to: Improve end user satisfaction and adoption; Focus limited staff on complex support issues; and Off-load routine inquiries to self-service technologies or Blackboard advisors.
Designing Exemplary Online Courses in BlackboardJason Rhode
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
This is a unique technology solution for custom lesson planning for any curriculum, subject and board. Lessons are made as desired specifically by the teachers to suit the class and learners. Includes assessment and curriculum management modules with reports for School heads.
School management can create their own standard of curriculum focused on desired learning outcomes and integrate all the best practices from teachers and other sources. Thus making it a truly Dynamic academic process management system for long term impact on the school's academic system.
Standardised
What’s holding you back from growing your online presence? Based on research with hundreds of your peer institutions, this session will explore how the use of collaboration tools, mobility, and more will be changed by shifts in student demands and the fight to attract and retain students. During this session at BbWorld14 on July 16, 2014 led by a panel of academic technologists, learn how leading schools are thinking about online learning in the future and what you should be thinking about as part of your long term strategy. (This is based on a webinar held in April of 2014 that was very popular, archive available at http://www.jasonrhode.com/trends-in-online-learning-april-2014)
Learn more about differing models of two year degrees
•
Discuss and debate some of the wider issues around the model
•
Think about the implications of the structure on your own job
•
Consider which of the professional behaviours you think are most needed in the structure
Blackboard Collaborate: Strategies and considerations for institutional adoptionJason Rhode
In this session at BbWorld16, we will share NIU’s recent Blackboard Collaborate roll-out strategy, practices, and lessons learned. Learn how NIU’s carefully planned adoption approach has been helping to make anytime synchronous collaboration simpler, more reliable, and more enjoyable. Bring your own questions and experiences and join in the discussion!
Designing Competency-Based Self-Paced Online Workshops for Introducing Facult...Jason Rhode
During this presentation by Jason Rhode at the 20th annual Online Learning Consortium International Conference on 10/28/2014, learn about Northern Illinois University's innovative faculty development initiative to offer introductory online technology training via self-paced online workshops as a component of comprehensive online faculty certification. An overview of the process identifying technology competencies for online teaching will be shared as well as the design, development, and implementation phases of the project, highlighting lessons learned and tips for other institutions interested in pursuing a similar self-paced model for scaling their faculty development efforts. Links to resources during presentation are available at http://jasonrhode.com/aln14
Designing Exemplary Online Courses in BlackboardJason Rhode
The Blackboard Exemplary Course Program began in 2000 with the goal of identifying and disseminating best practices for designing engaging online courses. Using an established rubric for online course quality, faculty and course designers can evaluate how well their course conforms to proven online teaching best practices for Course Design, Interaction and Collaboration, Assessment, and Learner Support. During this online session offered 12/17/13, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Practical tips for building a course in Blackboard that meets the established quality benchmarks and links to sample award-winning course tours were provided. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This workshop was geared toward an audience already familiar with the basic online teaching tools available in Blackboard.
The Assessment Journey Programme at Sheffield Hallam University is continuing its progress towards delivering the changes needed to provide a seamless, improved and effective assessment experience for students and staff.
Rafael Hidalgo from The Open University, UK gave a presentation about Learning Analytics for Student Support as part of the online events by expert pool Student Support within EMPOWER.
The First Year Experience - Lisa Curran - RMIT UniversityBlackboard APAC
This presentation will provide a case study and overview of our findings to demonstrate how supporting and building staff capacity in instructional design through the application of Quality Matters standards and the use of Blackboard and digital tools, can enhance the First Year Experience of students in large first year business courses across transnational delivery locations.
Designing Exemplary Online Courses in BlackboardJason Rhode
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
This is a unique technology solution for custom lesson planning for any curriculum, subject and board. Lessons are made as desired specifically by the teachers to suit the class and learners. Includes assessment and curriculum management modules with reports for School heads.
School management can create their own standard of curriculum focused on desired learning outcomes and integrate all the best practices from teachers and other sources. Thus making it a truly Dynamic academic process management system for long term impact on the school's academic system.
Standardised
What’s holding you back from growing your online presence? Based on research with hundreds of your peer institutions, this session will explore how the use of collaboration tools, mobility, and more will be changed by shifts in student demands and the fight to attract and retain students. During this session at BbWorld14 on July 16, 2014 led by a panel of academic technologists, learn how leading schools are thinking about online learning in the future and what you should be thinking about as part of your long term strategy. (This is based on a webinar held in April of 2014 that was very popular, archive available at http://www.jasonrhode.com/trends-in-online-learning-april-2014)
Learn more about differing models of two year degrees
•
Discuss and debate some of the wider issues around the model
•
Think about the implications of the structure on your own job
•
Consider which of the professional behaviours you think are most needed in the structure
Blackboard Collaborate: Strategies and considerations for institutional adoptionJason Rhode
In this session at BbWorld16, we will share NIU’s recent Blackboard Collaborate roll-out strategy, practices, and lessons learned. Learn how NIU’s carefully planned adoption approach has been helping to make anytime synchronous collaboration simpler, more reliable, and more enjoyable. Bring your own questions and experiences and join in the discussion!
Designing Competency-Based Self-Paced Online Workshops for Introducing Facult...Jason Rhode
During this presentation by Jason Rhode at the 20th annual Online Learning Consortium International Conference on 10/28/2014, learn about Northern Illinois University's innovative faculty development initiative to offer introductory online technology training via self-paced online workshops as a component of comprehensive online faculty certification. An overview of the process identifying technology competencies for online teaching will be shared as well as the design, development, and implementation phases of the project, highlighting lessons learned and tips for other institutions interested in pursuing a similar self-paced model for scaling their faculty development efforts. Links to resources during presentation are available at http://jasonrhode.com/aln14
Designing Exemplary Online Courses in BlackboardJason Rhode
The Blackboard Exemplary Course Program began in 2000 with the goal of identifying and disseminating best practices for designing engaging online courses. Using an established rubric for online course quality, faculty and course designers can evaluate how well their course conforms to proven online teaching best practices for Course Design, Interaction and Collaboration, Assessment, and Learner Support. During this online session offered 12/17/13, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Practical tips for building a course in Blackboard that meets the established quality benchmarks and links to sample award-winning course tours were provided. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This workshop was geared toward an audience already familiar with the basic online teaching tools available in Blackboard.
The Assessment Journey Programme at Sheffield Hallam University is continuing its progress towards delivering the changes needed to provide a seamless, improved and effective assessment experience for students and staff.
Rafael Hidalgo from The Open University, UK gave a presentation about Learning Analytics for Student Support as part of the online events by expert pool Student Support within EMPOWER.
The First Year Experience - Lisa Curran - RMIT UniversityBlackboard APAC
This presentation will provide a case study and overview of our findings to demonstrate how supporting and building staff capacity in instructional design through the application of Quality Matters standards and the use of Blackboard and digital tools, can enhance the First Year Experience of students in large first year business courses across transnational delivery locations.
Learning Management Systems - Online EducationBrian Pichman
Schools and universities around the world are teaching today's future leaders through online classroom environments. They utilize a tool called a Learning Managment System to track student progress and performance throughout the course. In today's shifting landscape, many companies are adopting the same approach to train and ensure their team is up to date with processes and procedures. At the same time, they are developing content to teach their employees skills. Join Brian Pichman
of the Evolve Project as he navigates you through what an LMS is and how it can be applied to train library staff (and even patrons). Learn how you can create a strategy to create a robust learning environment to help your staff to help them learn and grow.
Lumen model jump starting success with oerLumen Learning
Through years of collaboration with faculty and institutions, Lumen Learning has developed not only a growing catalog of road-tested courses designed using open educational resources, but also an engagement approach that helps institutions make a sustained impact with OER. This webinar shares how we develop OER courses and support institutions and faculty through the processes of course adoption, customization and continuous improvement. Gain insight into Lumen’s support model, pricing, and strategies we recommend to help students, faculty and institutions realize the full benefits of OER.
Bringing together internal and external students on Blackboard - Brett Fyfiel...Blackboard APAC
With the recent redevelopment of postgraduate courses in project management for the School of Civil Engineering and the Built Environment, new challenges were faced to make units more inclusive of a variety of enrolment preferences. The short term ambitions for the courses included developing units that are delivered both facetoface, and entirely online and have the potential to be scaled to meet the growing demand for continuing professional education. To ensure that students could join either facetoface or online offerings of the same units, the implementation team brought internal and external cohorts together on the same unit sites on Blackboard. The units are currently under evaluation but some early learnings may provide insight into new approaches to blended learning, and how these approaches have facilitated new ways of teaching and learning through tentative academic culture change.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
This proposal will explore:
• How does blended learning enable personalized learning?
• How does blended learning change instructional design?
• How does blended learning enable student co-design?
• A Blended Learning Project Design?
LRT Talks 201611209 GCU Learning and Teaching CelebrationMark Stubbs
Summary of work undertaken across Manchester Metropolitan University to enhance the student experience by refreshing the undergraduate curriculum and using digital technology to 'wrap the university around the learner'
Co-designing a global pd program for 120 Navitas collegesLearningandTeaching
Transforming the student learning experience relies on the capabilities of our exceptional teachers. Learning and Teaching Services has launched Teaching Excellence at Navitas (TEN) - a strategic and innovative approach to the delivery and management of professional development at Navitas.
In these slides, Pauline Farrell and Christina Del Medico outline the co-design process of TEN.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Rollover, rollover
1. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACTLIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACTLIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACTCopyright Universityof Reading
ROLLOVER, ROLLOVER…
How the University of Reading reviewed its course rollover procedures, to
make them more efficient, and to better meet users’ needs.
1
Andy Turner
Senior TEL Applications Manager, Centre for Quality Support & Development
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TEL AT THE UNIVERSITY
OF READING
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ROLLOVER –
THE BACKGROUND
“Course rollover is the annual process whereby Blackboard courses from
the current academic year are copied for use in the next academic year.”
• Historically at Reading
• all courses were rolled over from one year to the next
• staff had no access to course copy tools (to prevent them making
mistakes)
• course rollover was carried out in batches over several weeks
• small teams responsible for Blackboard support (IT team of one!)
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DRIVERS FOR CHANGE
• existing process very time-consuming for IT
• University TEL vision 2013. By 2014-15 had led to
• growth of academic and IT TEL teams
• move to Managed Hosting
• higher expectations
• increase in e-submission
• introduction of e-marking and feedback tools
• advent of EMA
• assignment and Grade Centre settings from previous years no longer
appropriate
• technical issues with copied Turnitin assignments 2015-16
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2016 ROLLOVER CHANGES
• Clear communications plan
• Process: 2 Rollover days
• more efficient
• more transparent
• Grade Centre not copied as part of rollover
• to provide clean Grade Centre
• to avoid issues with copied Turnitin assignments
• to force staff to set up new submission points with correct settings
• Turnitin assignment deletion building block
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DRIVERS FOR FURTHER
CHANGE
• improve transparency of the process
• give academics more ownership of their courses
• promote the pedagogical benefits of not copying courses forward
• avoid duplication of redundant content
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ROLLOVER PROJECT 2016-17
• facilitated by Business Change team – input of Business Analyst invaluable
• collaboration between academic and IT TEL teams
• incremental improvement of existing process, or radical change?
• consultation with TEL Practitioners’ Forum
• survey to gather staff views
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STAFF SURVEY
• “Preparing your Blackboard course for the next academic year”
• ran December 2016
• promoted to all staff enrolled as Instructor or Teaching Assistant
• questions not just about copying courses, also
• clarity of communications
• timing – does it work for staff/students?
• multiple free text boxes – provided opportunity for staff to feed back on
areas of concern
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This survey is designed to collect the views of staff on the way courses are
set up in Blackboard in readiness for use by a new cohort of students. We
are looking at how and when new courses are created, and also at the ways
in which staff update new courses and prepare them for use by learners. We
want to be able to develop a process which
• best meets the requirements of academics and support staff alike
• supports sound pedagogical practices
• provides the greatest benefit for learners
• meets changing student expectations
• is efficient and works smoothly for all concerned.
Currently most Blackboard courses are created in the summer, through a
process called Course Rollover, as copies of the previous year's course.
Ignoring for the moment any technical considerations, we are asking you to
reflect on what you would like to get out of Course Rollover.
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What are the options?
In broad terms, the options for the creation and population of new courses
in Blackboard fall on a spectrum running from
A) creating all new courses as copies of the previous year’s Blackboard
course
to
B) creating all new courses as empty shells which it is the course team’s
responsibility to populate with content.
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1111
Option A
This is what has historically been used at Reading, although in 2016 we
excluded the Grade Centre and assignments from course copies.
The same system, with some variations, is used at Universities including
Bristol, Leeds, and Newcastle.
Possible advantages and disadvantages
Convenient for staff on courses where content and delivery do not
change greatly from year to year.
X More time-consuming for staff who want to make significant changes to
their Blackboard course.
X Increases the chances of incorrect or out of date material being made
available to students.
X Could discourage course teams / module convenors from regularly
reviewing and refreshing their online course.
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Option B
The main argument made in favour of this approach is that it prompts
course teams to review and refresh the content, structure and
presentation of their course each year.
This approach is used at Universities including Bedfordshire, Brunel,
Edinburgh, Southampton and UEA.
Possible advantages and disadvantages
Encourages course teams / module convenors to regularly review and
refresh their online courses, which could bring pedagogical benefits.
Easier to ensure that only current, relevant content is uploaded to
courses – with clear benefits for learners.
X Course teams / module convenors need to take action before any new
courses can be made available to learners.
X Course teams / module convenors need to upload or copy content to all
new courses.
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SURVEY RESPONSES
• 108 responses
• 86% were academics
• satisfaction with current process (satisfied or very satisfied):
• when courses are created and made available to staff 86%
• when new students are enrolled onto courses 71%
• when returning students are enrolled onto courses 73%
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SURVEY RESPONSES
14
were you clear about all of the actions you needed to take?
Very clear 28.70%
Reasonably clear 49.07%
Not very clear 16.67%
It was a complete mystery 3.70%
“Helpful reminder emails were sent with clear instructions”
“I know there is a big library with information and help for staff about BB.
But after creating a new course it will be good to receive just the
information regarding the setting up of the site for example as a list of
thing to do (with more links inside)”
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TO ROLL OVER OR
NOT TO ROLL OVER?
15
Given the choice next year, would you prefer
all courses to be copied forward in their entirety 31.48%
to be given a blank shell for each course, which you could set up as
you wished
6.48%
to be able to select which parts of your course(s) were copied forward
(courses copied automatically if no choice is made) OPT OUT
47.22%
to be able to select which parts of your course(s) were copied forward
(empty course shells created if no choice is made) OPT IN
10.19%
Other 4.63%
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COMMENTS
Option A – copy all courses automatically
• This has a very good track record. It is tried and tested. Why change it
when it works!
• Ensures consistent coverage of all necessary teaching & learning
materials and is easy to revise and update. Ensures ease of transition from
one lecturer to another when responsibilities change.
• By far the better option… Academics are perfectly able to review and
refresh when needed.
• YES I am quite capable of reviewing my courses as needed without the
help of IT to add to the workload by providing a blank shell each time
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COMMENTS
Option B – Create empty course shells
• I can see the rationale but I consider it would be very time consuming to
have to set up from scratch. We don't have the admin support to do this.
• It is very doubtful if this option really would encourage greater review or
actually produce pedagogical benefits, especially given current time-
pressure on staff. It is more likely that it will just make more colleagues
more work.
• Fills me with dread… Each year I like to improve my blackboard module
site. If I have to build it from scratch each year I am pretty confident it
would be the bare minimum.
• Module providers work hard and care about their students - why
contemplate changing a system to add extra work for us because you
don't trust us to be sensible?
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DO STAFF UPDATE THEIR
COURSES EACH YEAR?
18
Percentage of respondents who made significant changes to their new course(s)
revising the course menu / structure 22%
updating course content 54%
creating assignment submission points, deploying Tests 42%
creating online activities (e.g. blogs. discussion boards, wikis) 13%
setting up student groups 22%
enrolling other staff 12%
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OUR RESPONSE TO STAFF
• “What you said, what we are doing” communications to staff. We will
• refine and improve Rollover
• provide opt-out mechanism
• explore additional options to increase flexibility
• Addressed specific queries raised in survey
• individual staff
• general communications
• what staff can do already (e.g. date management tool)
• workarounds (e.g. to hide old courses / enrolments)
• what’s not yet possible (e.g. set up course groups from SITS)
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CHANGES SUMMER 2017
• further improved communications and request forms
• 1 course rollover day
• IT created 2017-18 courses early on request
• returning student enrolments processed earlier
• Module Convenors able to opt out of rollover
• automatically enrolled Module Convenors onto courses
• incorporated pre-populated Module Evaluation area on all modules
(course template with Reusable Objects)
• debated enabling Course Copy for instructors – but decided against
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WHAT DID STAFF THINK?
• Most staff happy with the process
Overall - how happy were you with the rollover process in 2017?
• Very satisfied 54%
• Somewhat satisfied 32%
“I liked having the default that everything would roll over, but being able
to ask for that not to happen if I was changing things and wanted to start
afresh. It was also good that things like Turnitin assignments weren't
rolled over with the course”.
“I'm happy getting this right is such a priority”
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WHAT DID STAFF THINK?
• But of course not everyone was happy
“The roll over should take place as early as possible, at least a month
before the commencement of the academic year”
[rollover took place on 8th July]
“The most significant issue was the failure of Blackboard to link properly to
the TALIS online reading lists”
[this issue was introduced by a subsequent Blackboard upgrade]
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WHAT DID STAFF THINK?
“Adding module convenors automatically to all modules, even those that
are not actually used (e.g. when there are shared modules) was problematic
for many staff & resulted in unnecessary work in terms on establishing
which the correct iteration of the module was & then hiding those that we
didn't wish to see!”
[will investigate a “Shared Course” flag to avoid this]
Several questions had been asked and answered in response to original
rollover survey
[ongoing challenge - how can we improve our communications
and support pages, so that users read them?]
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WHAT NEXT?
• Further refinements to process.
• Enable instructor access to Course Copy?
• Make more use of course templates, with pre-populated content areas.
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WAS IT WORTH IT?
• Rollover process now more efficient, and improving each year
• Very low take-up of opt-out. But expect this to increase
• as staff awareness increases
• if we allow staff to copy content areas
• Curriculum Framework – all UG programmes to be reviewed by 2019
• Schools seeking to achieve consistency between modules – may
choose to opt out of rollover for a year
• Showed staff we are listening
• Exposed staff concerns, queries and suggestions
• Revealed staff appreciation of the TEL teams
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“BB gets better every year. This year, the support from the TEL team is
better than ever. Questions are answered promptly and helpfully. You have
enabled me to do things I did not think possible! You always make useful
suggestions, as well. I really appreciate what you do. Thank you.”
“The TEL team are a key part of my ability to operate as module co-
ordinator. Thanks for your ongoing support.”
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Andy Turner
Senior TEL Applications Manager
Centre for Quality Support & Development
University of Reading
a.r.turner@reading.ac.uk
@audinarymusic
@UniRdg_TEL
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ROLLOVER, ROLLOVER…
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and the little one said
There were ten in the bed
29. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACTLIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT
• How the University of Reading reviewed its course rollover procedures, to
make them more efficient, and to better meet users’ needs.
29
Andy Turner
Senior TEL Applications Manager, Centre for Quality Support & Development,
University of Reading
a.r.turner@reading.ac.uk @audinarymusic @UniRdg_TEL
ROLLOVER, ROLLOVER…
and the little one said
There were ten in the bed
Editor's Notes
Historically – i.e. 2014 and before
Spectrum – could be middle points
“Clearly options could be found at various points on the spectrum between A and B, including the possibility that staff can choose which option they would prefer for each of their courses. Additional tools could also be made available to help manage Blackboard courses and content.
Therefore please think broadly about what you would like, and don’t be constrained by what you can or can’t do currently.”
Thought it necessary to point out pros and cons of each option
Keen to show staff that other universities did this
108 responses – not great % of our 1690 academic staff
but we were happy - lots of thoughtful free text comments
3rd comment – we could accommodate this with course copy options
4th comment – danger that TEL team could damage relationship with academic staff
So - do staff update their courses each year?
Yes – but
these are keen staff (they bothered to respond)
only 54% updated course content – significant changes – so presumably they updated module handbook etc. but much of content same from year to year – is that a problem?
submission points etc. – as most respondents academic, this suggests many academics were involved in setting up assignments – will change as EMA programme has full roll out
comms – incl Articulate object
rollover day – 8th July - 3 staff – took all day
Courses copied on the roll-over day
1816 courses were copied
94 were shared courses (202 for -17-8SH in the system now)
Total number of files copied 188000
24557 staff enrolments were copied over to the new version of the courses
create courses early – at any point, ideally after module diets confirmeddid this for an entire School to support changing practice
student enrolments – had been late in 2016. Can’t be any earlier than 1st week of August because of SRS processes
Module Convenors able to opt out of rollover – only 6 did – more on this later
Auto-enrol Module Convenors (BB responsibility is now in Role Description)
Module Evaluation – used template and Reusable Objects – will do more of this in future
debated enabling Course Copy for instructors – but decided againstPartly IT cautionBut also – not sufficient granularity in course copy options, esp when copying content areas with assignments and tests
Thanks to: Helena Bampton, Dave Hallam, Alison Pope