Presenters: Bo Lüders
Organisation: University College Southern Denmark (UC Syd)
Description: In this session we will present our experience with using Blackboard Portfolio on a fully 100 % online Teacher training education.
You will be introduced to how the portfolio became a key concept in the pedagogical thinking of the online course and how the portfolio gave educators a completely new and deeper insight in the learning of the students compared to students in traditional face-to-face education.
You will be given examples of the formative evaluation performed in the portfolio and will see examples of portfolios created by students. The portfolios will be in Danish but presenters will translate the structural elements so you can be inspired on the use of portfolios in Blackboard.
How do we develop part-time distance teaching staff in best practices for usi...BlackboardEMEA
Designing appropriate online staff development for part-time distance teaching staff presents many challenges. Traditionally, much of what is learnt happens ‘on the job’, as staff try out new approaches or meet each other for a chat over coffee (Clus, 2011). In a geographically distributed institution such as The Open University, this sort of situated and social learning is unlikely to take place often, particularly for its part-time staff. In addition, staff often will have the time and motivation to participate only in development or training which is directly relevant to their own working practices and is very timely for them (Ottenbreit-Leftwich, 2010). To encourage staff to make the best use of technologies and to adopt them enthusiastically, we need to make development engaging and attractive. In this presentation we discuss how we address these challenges when designing and developing training and development opportunities in the use of Blackboard Collaborate for part-time distance teaching staff in
The Open University. An overview of the various resources and courses we have produced will be discussed, alongside participant perspectives. Our development pathways include experiential and peer learning in cohort groups, exploiting the potential of short online courses (Campbell & Macdonald, 2011), as well as supported self-study routes using online resources. Each of the development pathways we provide allows staff the opportunity to participate in shared reflection, fostering a sense of community (Baran and Correia, 2014; Perry and Edwards, 2009). As well as these main development pathways, ongoing support, for those not presently participating in one of our development pathways, is provided through online communities of practice (Kear, 2011).
Accessibility Webinar: Making Blackboard Modules and Content Accessible for AllBlackboardEMEA
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 - Online Results Entry using the Grade Journey ToolBlackboardEMEA
Presenters: Birthe Aagesen & Karen Louise Møller
Organisation: Faculty of Arts, Aarhus University
Description: Presentation session (45 min) with time for questions.
The presentation will address:
- An investigation of Blackboard Course Structures on the basis of a socio cultural perception of learning
- Application and evaluation of selected Blackboard Course Structures in courses at Aarhus University.
TLC2016 - Turning Blackboard Learn into a Digital Examination Platform: lesso...BlackboardEMEA
Presenters: Walter Roosels & Geert De Schutter
Organisation: Universiteit Antwerpen voor Associatie Antwerpen
Description: Once your institution has decided to make a shift towards (more) online examinations, these are the most important aspects that have to been taken in consideration before 'shaping' the Digital Examination Platform:
-Benefits of digital examinations
-Organisation of digital examinations
-What testsoftware to use?
-Security
-Computer and examination infrastructure
-Teacher support
University of Antwerp shares her 8 years experience implimenting digital examinations, using an agile solution: Blackboard Learn & our own examination Building Block.
TLC2016 - Driving Up Quality. Improving the quality of Blackboard Learn cours...BlackboardEMEA
Presenters: Danny Monaghan & Peter Mella,
Organisation: University of Sheffield
Description: This session will describe how we created a programme to help and promote development of quality course material in Blackboard Learn, by creating an exemplary course programme based on Blackboard’s. We will show delegates how we started this process, and how we are attempting to create a small and self-sustaining community of academics who are actively looking to develop high quality course content that don’t require large scale support, by using the tools available in Learn rather than relying on a high level of technical knowledge or external software packages to create rich content. We will conclude by looking to the future, and show where we would like this work to take us.
TLC2016 - Data for Students - A student-centred approach to analytics in LearnBlackboardEMEA
Presenter: Ross Ward
Organisation: The University of Edinburgh
Description: Learning analytics is primarily focused on staff accessing student data to gauge performance, predict student outcomes, and make interventions where necessary. This session will provide an overview of the work that the University has done in researching and developing a bespoke learning analytics building block called, ‘Data for Students’ that allows students to access information about their course - using click counts and comparison of grades against the cohort. The session will report on the outputs of our initial pilot studies and feedback from staff and students who have used the tool.
TLC2016 - Mobile Learning – Unlocking the potential of authentic assessment a...BlackboardEMEA
Presenter: Chris Moore
Organisation: University of the West of England
Description: Authentic assessment has the potential to be very valuable, allowing for much more complex analysis of the students’ performance than traditional de-contextualised assessments.
On the other hand, online examinations under controlled conditions can be unviable for large student cohorts due to pressures on the real estate of the institution.
This session will showcase a number of innovative initiatives that are enabling us to create sustainable authentic assessments and very flexible online examinations.
We will bring a number of mobile devices to the session, so that attendees will have the opportunity to experience first-hand the solutions we have developed, actively participating during the session.
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.
How do we develop part-time distance teaching staff in best practices for usi...BlackboardEMEA
Designing appropriate online staff development for part-time distance teaching staff presents many challenges. Traditionally, much of what is learnt happens ‘on the job’, as staff try out new approaches or meet each other for a chat over coffee (Clus, 2011). In a geographically distributed institution such as The Open University, this sort of situated and social learning is unlikely to take place often, particularly for its part-time staff. In addition, staff often will have the time and motivation to participate only in development or training which is directly relevant to their own working practices and is very timely for them (Ottenbreit-Leftwich, 2010). To encourage staff to make the best use of technologies and to adopt them enthusiastically, we need to make development engaging and attractive. In this presentation we discuss how we address these challenges when designing and developing training and development opportunities in the use of Blackboard Collaborate for part-time distance teaching staff in
The Open University. An overview of the various resources and courses we have produced will be discussed, alongside participant perspectives. Our development pathways include experiential and peer learning in cohort groups, exploiting the potential of short online courses (Campbell & Macdonald, 2011), as well as supported self-study routes using online resources. Each of the development pathways we provide allows staff the opportunity to participate in shared reflection, fostering a sense of community (Baran and Correia, 2014; Perry and Edwards, 2009). As well as these main development pathways, ongoing support, for those not presently participating in one of our development pathways, is provided through online communities of practice (Kear, 2011).
Accessibility Webinar: Making Blackboard Modules and Content Accessible for AllBlackboardEMEA
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 - Online Results Entry using the Grade Journey ToolBlackboardEMEA
Presenters: Birthe Aagesen & Karen Louise Møller
Organisation: Faculty of Arts, Aarhus University
Description: Presentation session (45 min) with time for questions.
The presentation will address:
- An investigation of Blackboard Course Structures on the basis of a socio cultural perception of learning
- Application and evaluation of selected Blackboard Course Structures in courses at Aarhus University.
TLC2016 - Turning Blackboard Learn into a Digital Examination Platform: lesso...BlackboardEMEA
Presenters: Walter Roosels & Geert De Schutter
Organisation: Universiteit Antwerpen voor Associatie Antwerpen
Description: Once your institution has decided to make a shift towards (more) online examinations, these are the most important aspects that have to been taken in consideration before 'shaping' the Digital Examination Platform:
-Benefits of digital examinations
-Organisation of digital examinations
-What testsoftware to use?
-Security
-Computer and examination infrastructure
-Teacher support
University of Antwerp shares her 8 years experience implimenting digital examinations, using an agile solution: Blackboard Learn & our own examination Building Block.
TLC2016 - Driving Up Quality. Improving the quality of Blackboard Learn cours...BlackboardEMEA
Presenters: Danny Monaghan & Peter Mella,
Organisation: University of Sheffield
Description: This session will describe how we created a programme to help and promote development of quality course material in Blackboard Learn, by creating an exemplary course programme based on Blackboard’s. We will show delegates how we started this process, and how we are attempting to create a small and self-sustaining community of academics who are actively looking to develop high quality course content that don’t require large scale support, by using the tools available in Learn rather than relying on a high level of technical knowledge or external software packages to create rich content. We will conclude by looking to the future, and show where we would like this work to take us.
TLC2016 - Data for Students - A student-centred approach to analytics in LearnBlackboardEMEA
Presenter: Ross Ward
Organisation: The University of Edinburgh
Description: Learning analytics is primarily focused on staff accessing student data to gauge performance, predict student outcomes, and make interventions where necessary. This session will provide an overview of the work that the University has done in researching and developing a bespoke learning analytics building block called, ‘Data for Students’ that allows students to access information about their course - using click counts and comparison of grades against the cohort. The session will report on the outputs of our initial pilot studies and feedback from staff and students who have used the tool.
TLC2016 - Mobile Learning – Unlocking the potential of authentic assessment a...BlackboardEMEA
Presenter: Chris Moore
Organisation: University of the West of England
Description: Authentic assessment has the potential to be very valuable, allowing for much more complex analysis of the students’ performance than traditional de-contextualised assessments.
On the other hand, online examinations under controlled conditions can be unviable for large student cohorts due to pressures on the real estate of the institution.
This session will showcase a number of innovative initiatives that are enabling us to create sustainable authentic assessments and very flexible online examinations.
We will bring a number of mobile devices to the session, so that attendees will have the opportunity to experience first-hand the solutions we have developed, actively participating during the session.
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 - Exchange of experience through (Blackboard):A tool to develop facul...BlackboardEMEA
Presenter: Rasha Malik
Organisation: Dar Al Hekma
Description: This research titled as “Exchange ofexperience through (Blackboard):A tool to develop faculty’ skills in Innovative learning”has been developed by a team from Dar AlHekma University in academic year 2014-2015. Thisresearch aims to expand the scientific communication and exchange of experiences between faculties across different departments and combinethe traditional teaching methods with the newest teaching ways that depends on technology(Blended learning).
What does good course design look like to you - Alex Wu, BlackboardBlackboard APAC
Course design is undoubtedly a critical element of any online or blended learning environment. As academics and instructional designers, we often associate course design with teaching and learning outcomes that are course- and program-specific and are aligned specifically to graduate attributes or goals. In this session, we will instead take a deconstructive approach to analyse each of the main tool groups within Blackboard Learn and Collaborate, and showcase some unique tool deployment use-cases from clients around the globe. We will also touch on using the same tools in research and grant management to discuss how both teaching and research departments could cross benefit from using the same platform within an institution.
TLC2016 - Taking assessments and examinations to the next level: AlephQBlackboardEMEA
Presenter: Christine Lippens
Organisation: Universiteit Antwerpen
Description: It is often a challenge to educators to offer high quality assignments and quizzes in the context of blended learning. As a rule, intra-term assigments do not generate a lot of student engagement or enthusiasm, unless they match what students can expect on their actual final exam. And even if this is the case, additional incentives are often needed to ensure student participation. Over the past 5 years, Antwerp University has been succesfull in implementing technology driven solutions to achieve this, with degrees of participation exceeding 90% and significant improvement in exam results, without having to compromise on academic content.
TLC2016 - Inspiring a Sense of Educational CommunityBlackboardEMEA
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 - Reviewing Blackboard sites to raise minimum engagment across the in...BlackboardEMEA
Presenter: Brian Irwin
Organisation: Sheffield Hallam University
Description: In 2013 Sheffield Hallam University approved a set of minimum expectations which outlined what should be on each Blackboard course. In preparation for these expectations becoming policy in 2015, we hired graduate interns to review every taught module (over 3000) and create reports about how well they meet the expectations.
During this session we will explain how the minimum expectations were developed. We will describe the review process, highlighting challenges faced and providing recommendations for others. We will share some high level findings of the reviews and example anonymised reports at different levels (e.g module, departmental, faculty). Finally we will explain how we are using the reviews to inform staff development and the feedback we have gotten on the reviews so far.
Blackboard Analytics for Learn: A recipe for successRichard Stals
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys.
We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
TLC2016 - The use of Collaborate in schools in Northern Ireland – Needs Must!BlackboardEMEA
Presenter: Eamon McAteer
Organisation: C2k
Description: The introduction of BlackBoard Collaborate into schools throughout Northern Ireland as part of the Education Network NI provided schools with a range of opportunities to: share, exchange and learn from each other.
Eamon McAteer, Curriculum Consultant with C2k will discuss some innovative ways schools use this platform to tackle educational and social needs in a cost effective and safe manner. He will also examine some of the related challenges and opportunities of this technology.
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 - Power Using' Blackboard for purely online learnersBlackboardEMEA
Presenter: Nathalie Thorne
Organisation: Leeds Beckett University
Description: The Distance Learning Unit at Leeds Beckett have been described as 'power users' of our Blackboard installation. Since 2012 we have revolutionised how our academics deliver an integrated learning experience for purely online learners, with our instructional design team utilising various tools and techniques available in Blackboard to produce interactive, enjoyable and rewarding modules for our learners.
This session will demonstrate our distance learning style, showing how we have used discussion boards, wikis and other tools to create an immersive experience for our learners.
TLC2016 - A showcase of using BB LEARN in large coursesBlackboardEMEA
Presenter: Robert Rozier
Organisation: Hanze University Groningen
Description: At the School of Communication Media and IT eduction is structured in integrated domains.
Web programming is one of these domains. Students have to attend a number of different courses. Courses are subdivided into lectures and practicals, demand that online instructional videos are to be viewed and have formative tests at regular intervals. The ramifications are that heavy burden is placed on the LMS since it has to both incorporate all the different courses, projects, assignments, and has to allow for attendance registration. The number of users and of roles is high. We will present a show case of how to structure a course in BB thus reducing this complexity especially for instructors.
Learning Analytics and the Scholarship of Teaching and Learning - an obvious ...Blackboard APAC
The scholarship of teaching and learning (SoTL) essentially advocates for a research approach to be applied to the improvement of learning and teaching. It encourages teachers to reflect in a scholarly way on their teaching practice and at the more advanced level to undertake research on teaching practice and curriculum. Learning analytics has the potential to provide data on elements of the teaching process which have to date been difficult to measure particularly for the broader cohort of teachers.
This presentation will draw attention to the connection between SoTL and learning analytics and prompt participants to think about how learning analytics can be used in a wider context to contribute to changes in teaching design and practice.
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.
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.
TLC2016 - Using badges to motivate and engage studentsBlackboardEMEA
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.
TLC2016 - Mobile moments: how the modern student makes learning their ownBlackboardEMEA
Presenter: Phil Rothwell
Organisation: Liverpool John Moores University
Description: Mobile is regarded as a truly disruptive technology and its application within teaching can still divide educators. That said its popularity, particularly with the so called ""Millennials"" is undoubtedly huge and continually growing, so it is important to identify how today's student is engaging with mobile technology and to try to draw some conclusions about what this might mean.
At Liverpool John Moores University we've set about this by examining what students have been doing and where, within the constraints of ""Mobile Moments"" or brief windows in which the learner completes small tasks pertaining to their studies. This investigation formed part of a broader survey into device ownership and student Mobile learning.
Blackboard as an Integrated Part of the Learning Environment and Student Expe...Blackboard APAC
Like all universities across the globe the University of Westminster is faced with major changes in student expectations and the role that technology has to play in curriculum delivery and the overall student experience. In 2013 the University initiated its Learning Futures program with the aim of transforming learning and teaching at the institution. Central to the transformation is an aim to make blended learning, through the use of technology, more the norm rather than the exception. To facilitate this shift in delivery approach across all subject areas, Westminster has and continues to make significant investment in both its virtual and physical environment in efforts to better integrate the online and face-to-face experience.
Australian Academic Leadership Survey &;Interviews – An interim report - Alla...Blackboard APAC
Australian Higher education is facing the demands of new and rapidly changing student demographics, an increasingly competitive global environment and tighter funding and accountability constraints. Now, in 2016, it is an important time to understand the issues the sector is facing and consolidate the ways we are responding. We sought the perspectives of Australian university education leaders on current learning and teaching challenges, trends likely to influence the future of learning and teaching at Australian Universities and the ways our universities are responding.
This presentation reports on the findings of our research thus far and some of the ways that Blackboard Strategic and other Consultancy Services are positioned to assist our institutions going forward.
Adoption of Blackboard in the ELICOS system: Innovating and Augmenting Qualit...Blackboard APAC
In 2016 the Centre for English Teaching (CET) launched Blackboard for its university pathway courses (DEC) as part of an initiative to innovate and transform them into high quality blended Academic English language programs that would support students in developing both academic skills and awareness of the technology and systems required to excel during the first semester at university. While LMS use is standard practice in higher education, for the English Language Intensive Courses for Overseas Students (ELICOS) sector the integration of an online platform is still new territory and there is great potential for innovation within teaching and learning practices. Moreover, the unique context allows for a fresh perspective on how Blackboard, at its core, is a dynamic and flexible platform in teaching and learning practices that fosters communities of practice and consolidates traditional educational practices.
The implementation of Blackboard across university pathways courses at CET faced two major hurdles. To begin with, international students were less familiar with the culture and expectations surrounding LMS use at tertiary level and the nature of independent learning. Secondly, teaching staff had varying degrees of proficiency and experience in using technology in the classroom. Dealing with the challenge of educating, immersing and empowering both teachers and students simultaneously in their use of Blackboard as an integrated and powerful tool in teaching and learning raised numerous questions and helped gain valuable insights into adoption and adaption of technology and the opportunity for creative disruption. Grounding innovations in solid pedagogy, integrating technology and independent learning with in-class interaction and making learning objectives clear to both students and teachers enabled the successful uptake of Blackboard and allowed for greater support and autonomy for both teachers and students.
Group work without tears - Valerie Springett - University of Queensland | Sch...Blackboard APAC
The presentation will outline the systematic use of the Blackboard Wiki tool, for a large class (120) consisting of external and internal students, to engage in Group work with success. The added benefit was an enhanced student capacity to engage with digital media in their professional role. This UQ post-graduate course has received annual teaching awards which have reflected high student satisfaction in the evaluations.
Our case study illustrates use of the Wiki tool to enable collaboration within a group of 6 (three from internal and 3 from external mode) to write a formal electronic Report on a national health system that could be used by that government to strengthen its health system.
In a practical sense, participants will be able to access the framework of assessment, the tool set up and the marking criteria, along with student samples and student evaluation.
South West College - A virtual Academy that boosts employabilityBlackboardEMEA
A series of specific designed courses, coupled with badges and gaming, helps students in Northern Ireland to master the skills they need to be ready for the workforce. The South West College team share their story.
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.
TLC2016 - Exchange of experience through (Blackboard):A tool to develop facul...BlackboardEMEA
Presenter: Rasha Malik
Organisation: Dar Al Hekma
Description: This research titled as “Exchange ofexperience through (Blackboard):A tool to develop faculty’ skills in Innovative learning”has been developed by a team from Dar AlHekma University in academic year 2014-2015. Thisresearch aims to expand the scientific communication and exchange of experiences between faculties across different departments and combinethe traditional teaching methods with the newest teaching ways that depends on technology(Blended learning).
What does good course design look like to you - Alex Wu, BlackboardBlackboard APAC
Course design is undoubtedly a critical element of any online or blended learning environment. As academics and instructional designers, we often associate course design with teaching and learning outcomes that are course- and program-specific and are aligned specifically to graduate attributes or goals. In this session, we will instead take a deconstructive approach to analyse each of the main tool groups within Blackboard Learn and Collaborate, and showcase some unique tool deployment use-cases from clients around the globe. We will also touch on using the same tools in research and grant management to discuss how both teaching and research departments could cross benefit from using the same platform within an institution.
TLC2016 - Taking assessments and examinations to the next level: AlephQBlackboardEMEA
Presenter: Christine Lippens
Organisation: Universiteit Antwerpen
Description: It is often a challenge to educators to offer high quality assignments and quizzes in the context of blended learning. As a rule, intra-term assigments do not generate a lot of student engagement or enthusiasm, unless they match what students can expect on their actual final exam. And even if this is the case, additional incentives are often needed to ensure student participation. Over the past 5 years, Antwerp University has been succesfull in implementing technology driven solutions to achieve this, with degrees of participation exceeding 90% and significant improvement in exam results, without having to compromise on academic content.
TLC2016 - Inspiring a Sense of Educational CommunityBlackboardEMEA
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 - Reviewing Blackboard sites to raise minimum engagment across the in...BlackboardEMEA
Presenter: Brian Irwin
Organisation: Sheffield Hallam University
Description: In 2013 Sheffield Hallam University approved a set of minimum expectations which outlined what should be on each Blackboard course. In preparation for these expectations becoming policy in 2015, we hired graduate interns to review every taught module (over 3000) and create reports about how well they meet the expectations.
During this session we will explain how the minimum expectations were developed. We will describe the review process, highlighting challenges faced and providing recommendations for others. We will share some high level findings of the reviews and example anonymised reports at different levels (e.g module, departmental, faculty). Finally we will explain how we are using the reviews to inform staff development and the feedback we have gotten on the reviews so far.
Blackboard Analytics for Learn: A recipe for successRichard Stals
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys.
We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
TLC2016 - The use of Collaborate in schools in Northern Ireland – Needs Must!BlackboardEMEA
Presenter: Eamon McAteer
Organisation: C2k
Description: The introduction of BlackBoard Collaborate into schools throughout Northern Ireland as part of the Education Network NI provided schools with a range of opportunities to: share, exchange and learn from each other.
Eamon McAteer, Curriculum Consultant with C2k will discuss some innovative ways schools use this platform to tackle educational and social needs in a cost effective and safe manner. He will also examine some of the related challenges and opportunities of this technology.
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 - Power Using' Blackboard for purely online learnersBlackboardEMEA
Presenter: Nathalie Thorne
Organisation: Leeds Beckett University
Description: The Distance Learning Unit at Leeds Beckett have been described as 'power users' of our Blackboard installation. Since 2012 we have revolutionised how our academics deliver an integrated learning experience for purely online learners, with our instructional design team utilising various tools and techniques available in Blackboard to produce interactive, enjoyable and rewarding modules for our learners.
This session will demonstrate our distance learning style, showing how we have used discussion boards, wikis and other tools to create an immersive experience for our learners.
TLC2016 - A showcase of using BB LEARN in large coursesBlackboardEMEA
Presenter: Robert Rozier
Organisation: Hanze University Groningen
Description: At the School of Communication Media and IT eduction is structured in integrated domains.
Web programming is one of these domains. Students have to attend a number of different courses. Courses are subdivided into lectures and practicals, demand that online instructional videos are to be viewed and have formative tests at regular intervals. The ramifications are that heavy burden is placed on the LMS since it has to both incorporate all the different courses, projects, assignments, and has to allow for attendance registration. The number of users and of roles is high. We will present a show case of how to structure a course in BB thus reducing this complexity especially for instructors.
Learning Analytics and the Scholarship of Teaching and Learning - an obvious ...Blackboard APAC
The scholarship of teaching and learning (SoTL) essentially advocates for a research approach to be applied to the improvement of learning and teaching. It encourages teachers to reflect in a scholarly way on their teaching practice and at the more advanced level to undertake research on teaching practice and curriculum. Learning analytics has the potential to provide data on elements of the teaching process which have to date been difficult to measure particularly for the broader cohort of teachers.
This presentation will draw attention to the connection between SoTL and learning analytics and prompt participants to think about how learning analytics can be used in a wider context to contribute to changes in teaching design and practice.
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.
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.
TLC2016 - Using badges to motivate and engage studentsBlackboardEMEA
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.
TLC2016 - Mobile moments: how the modern student makes learning their ownBlackboardEMEA
Presenter: Phil Rothwell
Organisation: Liverpool John Moores University
Description: Mobile is regarded as a truly disruptive technology and its application within teaching can still divide educators. That said its popularity, particularly with the so called ""Millennials"" is undoubtedly huge and continually growing, so it is important to identify how today's student is engaging with mobile technology and to try to draw some conclusions about what this might mean.
At Liverpool John Moores University we've set about this by examining what students have been doing and where, within the constraints of ""Mobile Moments"" or brief windows in which the learner completes small tasks pertaining to their studies. This investigation formed part of a broader survey into device ownership and student Mobile learning.
Blackboard as an Integrated Part of the Learning Environment and Student Expe...Blackboard APAC
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Australian Academic Leadership Survey &;Interviews – An interim report - Alla...Blackboard APAC
Australian Higher education is facing the demands of new and rapidly changing student demographics, an increasingly competitive global environment and tighter funding and accountability constraints. Now, in 2016, it is an important time to understand the issues the sector is facing and consolidate the ways we are responding. We sought the perspectives of Australian university education leaders on current learning and teaching challenges, trends likely to influence the future of learning and teaching at Australian Universities and the ways our universities are responding.
This presentation reports on the findings of our research thus far and some of the ways that Blackboard Strategic and other Consultancy Services are positioned to assist our institutions going forward.
Adoption of Blackboard in the ELICOS system: Innovating and Augmenting Qualit...Blackboard APAC
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Group work without tears - Valerie Springett - University of Queensland | Sch...Blackboard APAC
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In a practical sense, participants will be able to access the framework of assessment, the tool set up and the marking criteria, along with student samples and student evaluation.
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The main element of the presentation will be a detailed explanation of the recommendations resulting from the research, and the policy, practice and technology changes required to implement them.
Digital Capability: How digitally capable are we?BlackboardEMEA
Is the implementation of Blackboard/Collaborate/et cetera hampered by staff and students’ IT skills? Users struggle to make the most of Blackboard without basic digital capabilities such as file management, knowing what a browser is, not to mention wider capabilities such as creating and uploading videos, understanding file size issues, or utilising their mobiles and the list goes on.
During 2014 the UCISA User Skills Group undertook their inaugural Digital Capabilities Survey and followed up with several case studies. Their research shows:
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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.
Actively engaging learners by using a technology enhanced approach that enric...BlackboardEMEA
Traditionally coursework is submitted, marked and returned to students with their grade and feedback. The difficulties with this approach is that a tutor has no way of assessing whether a student has reviewed their work, understood their feedback and took action to improve their work. There is no clear method for determining whether student’s perceived judgment of their submitted assessment is similar to that of the tutor; or for advising support to improve learning.
This session will share the journey and evaluation findings of the CLARITI project which is endeavouring to address such difficulties. Presenters will begin by highlighting the opportunities and challenges of an initial paper-based feedback and progress review approach, which was used. It had obvious pedagogical benefits but was challenging administratively. They
will then showcase a new technology facilitated approach which is enabling students to submit assessments as normal but providing new opportunities were they are given corrective feedback and model solutions and encouraged to be more reflective using the Ulster University’s Blackboard VLE, FAN system and a new bespoke application.
The project has been evaluating the benefits of initially withholding student’s marks while students are asked to reflect and indicate what score they think they deserve and what actions they think they need to take to improve their learning. The student scores, reflections and action plans are collected electronically via a ‘Learner Score’ quiz in Blackboard. A newly designed bespoke application has been developed which presents the data collected from Blackboard in a simple interface, which allows the tutor to easily: review the learner score and comments provided by the students; engage with this student feedback and return a tutor score. It has also been designed to automatically generate an advisability for further support response, depending on the tutor’s scores and a mechanism for giving individualised feedback. Each student receives an email with a link to an individual progress and summary report. One student has commented “This feedback strategy highlights the silly mistakes I have made and motivates me to get it right next time. I don’t think just getting a score on a piece of paper would have the same effect.” The presenters will lead activities to encourage debate among participants about the approach, the application of such an approach for other subjects and will seek ideas about how the benefits of such learner analytics could be captured and integrated more seamlessly into Blackboard.
TLC2016 - KULeuven's new learning portal and css/JS tweaks for course designBlackboardEMEA
Presenter: Bert Coenen
Organisation: KU Leuven
Description: At KU Leuven, we developed a new portal to replace our tabs-and-modules-based portal.
The portal runs outside / on top of / alongside Blackboard.
It aggregates information from different sources
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Key features:
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- Colours
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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
Update on our first-hand experience of implementing Blackboard’s own Learning Analytics Solution. With the hindsight of having used our own Analytics for many years.
Our aim was to improve the range of analytics available, specifically for UDOL who remotely manage staff and students and therefore have a broader reporting requirement than our on-campus support teams. Increasing reporting capacity to ensure that our eye is always on the ball. With Blackboard Learning Analytics there is also the added advantage of making the data available to the student so they can self-manager there progress in relation to their peers.
Having implemented in early 2015 using just the out of the box reports, we are now looking to see how we can extend the capability of the reporting, and are looking forward to the journey ahead. The session will avoid using those pesky technical terms you often get with analytics. (Well there might be a couple)
Using Rubrics: Comparing Blackboard and Turnitin at GCUBlackboardEMEA
The electronic management of assessment (EMA) has forced universities to consider a more strategic approach to e-assessment. Piecemeal adoption of the various components from plagiarism detection to feedback methods have led to varying degrees of use and uptake by lecturers. The increased focus on rubrics for feedback and marking has raised issues with colleagues on the comparative advantages between Blackboard and Turnitin and even Excel. In isolation, can a case be made for one over another? Regardless of which rubric is adopted, they cannot be exported from one system to another.
The New Learning Experience, Javier Gregori Blackboard BlackboardEMEA
La nueva experience del aprendizaje de Blackboard combina tecnología, servicios y capacidades de datos de vanguardia para dar como resultado una experiencia educativa personal con alto grado de integración que fomenta el compromiso, la interacción y la calidad del aprendizaje.
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course.
This session will provide a brief introduction to the TBL process and describe how delivery of TBL can be supported by the use of learning technology, in particular Blackboard Learn tools. In fact, the presentation could be subtitled ‘How many Blackboard tools can be used in a single learning activity?’
Finally, I will describe how a generic course package can be prepared, including all elements of the learning design of a TBL session, for easy redeployment in other Blackboard courses. The course package not only captures the technical elements of the session, but also elements of pedagogy and best practice.
This is a presentation that I gave to education students at Ningbo Polytechnic. The pedagogical perspective relates to the three core Moodle functional areas - delivering content, collaboration & communication, and delivering assessments.
Learning from Usain Bolt: Integrating Ipsative Assessments Into Our LearningOpus Learning
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TLC2016 - Experiences and strategies used for implementing a portfolio didactic using Blackboards portfolio
1. Experiences and strategies used for
implementing a portfolio didactic
using Blackboards Portfolio
By Lars Holbæk Pedersen, lahp@ucsyd.dk, supported by
Louise Lausted llau@ucsyd.dk and Bo Lüders
blud@ucsyd.dk
8. Who are we – UC Syd?
UC Syd – short facts
• 13 professional bachelor’s degree programs (3½ - 4 years)
• 2 Master degrees in collaboration with Norway (Health)
• 6000 BA students and 5000 students in continuing education
• 700 members of staff (academic and non-academic)
• 913 international students
UC SYD is organized in 4 institutes
• -Institute for Health Sciences
• -Institute for Social Education / pre school education
• -Institute for Social Sciences and Communication
• -Institute for Teacher Education8
9. AIT - Group
• AIT – Academic IT
• One year old group (5 people - CIO as leader, 3 lectures, 1 from
ICT department)
• Works with a lot of different projects related to the pedagogical
use of ICT in teaching and learning:
– Using Blackboard for more than 10 years in some part of the organization
- others only 2 year
– All Bb system admins
– Course templates and basic course tools
– Integration and use of other systems – Kaltura, Office 365/One drive
– Didactical and pedagogical sessions with different departments related to
ICT in teaching and learning
– Half time Lectures half time inAIT – good combination (but busy )9
10. Portfolio project
• Background
– Using learn and Community engagement for a long time
– Went into at managed hosted solution summer 2015 and added the
content part (portfolio)
– Increasing demand from different education in using portfolio
– Rolling out in smaller scale using institutional roles
– Why not all in?
– This autumn and spring tested at our new digital teachers education
- Lars unfortunately not able to join the conference as intended
10
11. Over to Lars – Senior Lecturer
• Teachers education - Haderslev
11
12. Educational Portfolio – a didactical tool
• An Educational Portfolio is a ”file” with ”academic course work,
such as research papers; skills and capabilities; educational work
experiences, such as internships and practicum…” (Ralston, 2015, page 107).
• ”… give student new avenues for integrating learning from their
courses and extracurricular activities; they help students see ways
that courses … fit into the larger picture…” (Dubinsky, 2003, page 97)
• ”… building new ideas based on previous knowledge is of a
primary importance in portfolio learning, rather than a
segmented thinking that does not allow for integration or a
connecting of knowledge over time” (Ralston, 2015, page 111).
Sources:
Anthony Ralston: ePortfolio Development and the Potential Relationship to Learning Theories in Ally, Mohamed and Kahn,
Badrul H. (2015): International handbook of E-learning,Volume 2: Routledge
John Hattie (2011): Visible Learning for teachers, Routledge
12
13. Our new 100 % Digital Teacher Education of September 2015
• Target group
– Expatriates - husbands and wife's of persons stationed abroad for their
company
• Developed from 2014 with focus on following focus points
– Project based learning modules – the students must in each module create
their own “question of examination” (hypothesis:Ownership of the
“question of examination” will keep the student motivated – even if he sits
alone with his project in Seattle or Dubai…
– The students must examine their “question of examination” through
theoretical reading and observation at a local school where ever in the
world the student was.
• The Quality of the Education – Secured through Portfolio?
– How can we secure the quality of the education – “relation work”,
“theoretical knowledge”, “understanding and experience with teaching” –
Portfolio was from the beginning a key issue in order to secure the quality
the quality of the education
13
14. The Portfolio in Blackboard – our experience so far…
• For educators it has been fantastic – As a educator I have more
insight in the learning of my “digital students” then my “analog
students” whom I see face-to-face 8 hours a week for classroom
lectures (and group work).
• For students it has been less fantastic... – No student can hide
and free-ride since the educator can follow the progress “black on
white” and engage in dialogue. All our students have stated that
they find the education very demanding with all the writing in the
portfolio but all also state that they learn a lot by having to write
and write and write…To summon up it has been fantastic to
those students who were willing to put the workload into their
education.
14
17. Counselling departing from abstracts in the Portfolio
• When students have studied 300 – 600 pages and written
abstracts they book time for a Skype-for-business session with
their educator.The students must in the portfolio state the
program for the meeting including questions, discussions points
and the ”question of examination”
• Agreement of the work for the next ”milestone” in the project
work – such as searching for new theory, ideas of observation in
schools on the ”question of examination”, beginning writing an
article on the chosen ”question of examination”
17
Theory
studied
Abstracts in
Portfolio
Project planning
with milestones
Commenting on the Work
in the portfolio
18. Counselling through ”Commenting” in the Portfolio
When
questions
s come up
up – the
student
state
these in
the
Portfolio
and share
the
Portfolio
with the
educator..
.
The
educator
then
comment
18
19. Things to think about when starting implementing Portfolio
• The teacher must ”embody” the portfolio in their lesson plan –
align writing and goals of the module
– At one education the portfolio created much dissatisfaction since:
• The teachers did not implement the ideas about the portfolio in their lesson
plan
• The teachers did not explain the idea of the portfolio so it just seemed like
extra work…
• Pupils above wrote: “I hope that a meaning with the portfolio will occur. I
seems a bit overrated”. 19 students agreed and one with the emphasis “F…,
Yes”
• At the end some of the students actually stated that using the portfolio19
20. The teachers must all want it – not only management…
• At one education we delayed the implement of portfolio since the
teachers felt that is was a tool to control their teaching and not a
pedagogical tool to improve learning
• We cannot support that a team force all team members to use the
portfolio.The portfolio is only a tool and it itself will not – and can
not – change the pedagogy of a teacher and the pedagogy of the
team
• The teachers must together find out how to implement the
portfolio and the ideas behind the portfolio - first in the lesson
plan and secondly in the daily teaching.
• The teachers need regular meetings to follow up the use – a lot of
meetings the first weeks.
• The teachers must have access to support – so they can relax and20
21. Technical stuff that irritates students
• If they copy text from a word document into the portfolio the
format can change
• Format within the portfolio
can change
• Possibility to choose not
to see submenus under the menus
21
22. Our next focus –
• We have a lot of different educations within our University College and
we have to work well together with super users how have to make the
templates for each module or the total education.
• There will be a lot of templates – and they must be named so they can
be easily found by teachers and students
• Support the super users in pedagogical thinking on how to align the
portfolio to the goals of the module
• Implementing the evaluation of the portfolio template together with
the normal evaluation performed by the teacher
• A plan for deleting old templates that are not used
22
23. The Portfolio in Blackboard – our experience so far…
• For educators it has been fantastic – As a educator I have more insight
in the learning of my “digital students” then my “analog students”
whom I see face-to-face 8 hours a week for classroom lectures (and
group work).
• For students it has been less fantastic... – No student can hide and free-
ride since the educator can follow the progress “black on white” and
engage in dialogue. All our students have stated that they find the
education very demanding with all the writing in the portfolio but all
also state that they learn a lot by having to write and write and write…
To summon up it has been fantastic to those students who were willing
to put the workload into their education.
John Biggs –Teaching for Quality Learning at University: “In professional
programmes in particular, it is useful if students keep a reflective journal,
in which they record any incidents or thoughts that help them reflect on
the content of the course or programme. Such reflection is basic to proper
professional functioning”. Page 261
23
Editor's Notes
My name is Bo Lüders. I am working at the University College South in Denmark. I work parttime as a senior lecture why my topics are sport, moovement science and health.
Not professor ;-)
The rest of the time I work in a unit called Academic IT where the focus is how to implement ICT in our teaching at out
I should have had my colleague Lars besides me
My name is Bo Lüders. I am working at the University College South in Denmark. I work parttime as a senior lecture why my topics are sport, moovement science and health.
Not professor ;-)
The rest of the time I work in a unit called Academic IT where the focus is how to implement ICT in our teaching at out
I should have had my colleague Lars besides me
Located on 5 campuses
Esbjerg main Campus
We have been using learn and community engagement for a long time
But this summer we decided to go into a managed hosted solution after being self hosted for more than 10 years – which we so far are quite happy with
As a part of this we added the content part – which gave us the possibility of using the portfolio tool which was interesting for us, since there for quite some time have been and increasing wish and demand of using portfolio in different educations
We have been rolling out the tool at 3 smaller educations using the sec. inst. Roles to give access
Why not all in? Due to earlier experiences with different Blackboard tools we decided to be close to the first experiences to be able to give good guidance and be able to see what possibilities and challenges occurring before rolling out institution wide.
This autumn primarily rolled out in one education and preliminary talks have been talking with two other educations.
But now I will give the word to Lars since he is the one who have been driving this project both as a teacher and counselor at the teachers educations
If you imagine a photographer running around with a file of his best pictures. Then you have the idea of a port folio, e.g. simply a collection of your work.
Not necessary the best in an educational context but all your work that displays your learning. So we have visible learning to use a phrase or book title of John Hattie. Lets look at the first bullet where it is stated that an Educational port folio is a collected file of all academic work.
And as stated in the second bullet the port folio ”… give student new avenues for integrating learning form their courses and extracurricular activities; they help students see ways that courses … fit into the larger picture…” As an educator I must say that this is true from our research so far – through the port folio in Blackboard we can see that students state reflections that we have not experienced before – I believe the reason is that they fill in the port folio during studies and where they are in the flow of studying and there comes with deeper reflections and thereby deeper learning.
We have just worked with the port folio at my University college for seven month, but I am sure that the point of the last bullet will come true, since we do see that in the port folio we can support so called “feed forward” where student must reflect on what the can bring from one module or experience in the school to another module or next time in school. The concept of “feed forward” can be studied in the books of John Hattie
From the concept of Educational Port folio – lets look of the context that it is used in at our University college.
In this presentation focus will be how the port folio in Blackboard has been an essential part in a 100 % digital Teacher Education.
At our Teacher Education we have experience with blended learning teacher education since 2001. Personally I have not been impressed with out pedagogy within that education since we had not developed the education around a strong pedagogy whereby it was my experience that students were not very active students or motivated.
When I together with colleagues developed the 100 % digital Teacher Education we had focus on both that students should be active students and when they were active we where sure that they also became motivated.
As stated in bullet one The target group was husbands and wife's of employees stationed abroad. Our ideas was that these husbands and wife's could take a full Danish teacher education so they could work as a teacher when they came home and become a teacher with an international foundation and experience that would benefit the pupils.
As you can see in bullet 2. We build the education around Project based Learning modules. I have long been inspired by the French pedagogical thinker Celestin Freinet and his ideas that pupils must work with authentic problems in schools and present these problems and their solutions to others whereby school suddenly makes sense since school work with real problems and their solution. The pedagogical concept was taken into our digital teacher education so in all modules the students must study theory and then find an issue in schools to examine and the examine theoretical and observe that issue as it takes place in schools. As stated in the bullet we did actually experience that the students became very motivated by creating their own “question of examination” and doing a real research even as a first year student.
Let me give you an example of “question of examination”. Today there are developed online Math programs where pupils can do their math. Students of us have examined weather online math programs have improved the understanding of math or the opposite. The question was if working without paper and not doing the calculations on paper makes it harder to understand math. The examinations showed that it actually is important that kids still do their calculations on paper and not just do it on the computer. The writing on paper with a pencil – e.g. the slowness and the creation of symbols and numbers with the arm and pen helps the kid to understand and solve the Math question.
From the beginning we were aware that a teacher education is a lot about the connection between teacher and pupil. Especially in Denmark and the more widely the Nordic countries. So we had to make sure that students worked with the theory and observations in schools and with the observations worked together with educated teachers. And how would we do that? We wanted the students to write port folios. Luckily we upgraded our Blackboard platform in August 2015 to the platform that had the Port folio tool.
And I must say that having the students work in the port folio on blackboard have been quite fantastic experience from at educators point of view. Why I also am delighted to speak to you here, so you maybe can be inspired at home in your education.
As I stated on the previous slide – This education with project based Learning modules and the use of port folio have been a fantastic experience for us educators – since we have more insight of the learning of our online students than students we normally engage with in face to face teaching. And at our University college we even do classroom teaching with a lot of group work so I thought that I had a good feeling of the learning of the different students. But we experienced that we do not compared to the insight we have with the learning of the digital students…
I hope you can read the irony when I write that for students is had been less fantastic – since no student can hide and do nothing since the portfolio will display that when it is empty. I have had several students – and I must say all boys… - who have said that they had read so much but when they shared the port folio with me it was blank or the so called abstract of literature studied was of a poor quality… So I told them to study and not just skim a text… Some we send to student counselors so they could support them in how to handle a university study.
What is very interesting has been – that all students have stated that studying project based and the demand of stating everything in a port folio is demanding and time consuming but that is also makes them understand the field to a high degree. So maybe this way of doing an education is actually quite fantastic.
Let us in the next slide see how the port folio looks like…
Here you see the first page of the Port Folio of Miriam – Miriam have accepted that her port folio becomes world wide famous…
To the left you see the different courses of Miriam – At the education we have created mandatory subjects through a template. A template that the student later can change or work since their port folio is completely personal.
We made a structure with a portrait – so we could get some information about the student – where he/she lives, interests and background. All information that we somehow can support them and encourage them to use in their education.
You here see the portrait and the different modules of Miriam.
If you Danish is not good, then I can tell that Miriam have Math and geometri, Digital competences, Math numbers and algebra etc.
On the next slide we will look into the Subject ”Dannelse i den mangfoldige skole” (which is subject 1 of Miriam) The course title would translated mean Formation (or Buildung in German) in the versatile school
What we look at now is the written abstracts of theorical texts studied by Miriam. Here you can see that Aristoteles – Ethics have been studied as well as Sura 2 of the Choran.
We experienced that students need to be supported in how to study texts and write abstracts of the text.
We have scaffolded the writing of abstracts in the white textbox.
In our education we want the students to state their knowledge on the theme after just reading the title and preface of the text, since the student will then realize when writing about the points and research found in the text that the student after studying knows a lot more… Quite simple but quite effect full. We also what the student to reflect on how the text can be used for creating a “question of examination” whereby we want the student to work with the text and put it into the context of school all the time!
When the student have written abstracts to texts of between 300 – 600 page the can book an hours Skype-for-business counseling with their educator. Lets look at that on the next slide.
As you can see in the first bullet the student must plan the meeting with their educator. I must say that this has been a delight when the meetings are well-structured.
In the meeting we agree on the so-called ”mile-stones” in their project so we secure that the student can handle their work and plan it so it will be fruitful.
Do note that the port folios are personal so the student have to share the port folio with me every time they want me to read their new work. The port folio in Blackboard is not shared with me all the time whereby the student actually have some privacy.
Lets summon up the work so far. The student study theory and writes abstracts in the port folio. The educator and the student plan the project and find so called milestones and dates for these so the student can work with their project and accomplish the project. During the project the student can share their port folio with the educator so the educator can read new abstract and questions from the student. Lets see how the commenting in the port folio works.
When questions come up – the student state these in the Port Folio and share the Port Folio with the educator...
The educator then comments (and hopefully answers the question).
When the student has shared their portfolio I can press the bottom in the right upper corner which says “comment”. Then a new frame will open where all comments for all teachers are collected. I can add a comment which in Danish is “tilføj kommentarer”.
For me as an educator it has been rewarding to follow comments from colleagues since in some cases I have spotted that the student could use theory from another subject and even in some cases the student have developed a “question of examination” that covers three modules. And there it is essential that I can see comments from my colleagues.
You have now heard good stories about the port folio in Blackboard.
We have had less good experiences as well and I will run through some on them here.
At one education a lot went wrong. First the team thought they agreed on using the port folio – but none actually changed their teaching and the students found the port folio extremely irrelevant – and actually the teachers as well since they had not adapted their teaching on working with the reflections of the students.
We kind of agreed to skip the port folio in a team since the teachers is not open to change in their pedagogy in practice.
As you can see in the picture of a evaluation the students did not fancy the use of port folio in the education. One student wrote. “I hope that a meaning with the port folio will occur. I seems a bit overrated”. 19 students agreed and one with the emphasis “Fuck, Yes”
This was an evaluation on a module teaching about “innovative methods”. The teachers had an idea of why to work with the port folio but were not explicit with that and had not aligned their ideas in the lesson plan and to the specific goals and working methods.
Ironic some of the students in the end did like the port folio and stated that they learnt better through reflecting in writing the port folio. As I state that was all girls who did everything right and did what the teachers asked them to do. The important learning must be – which research back up – that everyone can improve their learning by writing. But that is only accomplished if scaffolded by the teacher.
At another education we delayed the implemenation since the implementation of port folio was seen as tool of controlling the teachers and not seen as a pedagogical tool of learning.
It would be best if all in a team can agree on using port folio so the students get used to using it. And here their is a fine line between the management telling a teacher to follow the rest of the team and accepting different methods in teaching. If management or a team is dissatisfied with the teaching of a colleague implementation of port folio will not change that at all. Actually we only see that the port folio then would cause dissatisfaction and change focus from learning to the so-called extra work of port folio writing – as stated in the previous slide.
If a team og teacher wants to use port folio he must implement the port folio in the lesson plan and state for himself and the students what the port folio can do for the learning. And the writing must be actively used in the classroom. Thereby theory and practice can come to life.
The teachers must meet a lot in the beginning so they can support each other and also very important back up the decision. And finally the teachers must have access to support. For instance I was standby on the cell phone the first weeks during the implementation, and at another education I was showing the students how to use the portfolio. All that to make the teachers fell relaxed about this tool which works very good.
A few things have irritated the students.
Many students copy text from a work document into the port folio – and in that process the format can change –
Even format can change while writing directly in the portfolio – as can be seen in the picture with the highlight.
Finally the students would like to be able to be able to work with the menu so submenus can be taken away in order to minimize scrolling.
These things are quite minor. In all we must say that the port folio in Bb works very well and with no big problems.
We have a lot of different educations within our University Collegeh and we have to work well together with super users how have to make the templates for each module or the total education. And thereby also support the super users in pedagogical thinking on how to align the port folio to the goals of the module. Luckily our superusers will all be teachers so they know the issues and can have focus on the learning and not only of all the wonderful things a new tool can do for the teacher…
There will be a lot of templates in the system – and they must be named so they can be easily found by teachers and students
We need to make sure that the port folio template will be evaluated together with the normal evaluation performed by the teacher. And also the use of the port folio in the day to day teaching.
Finally we need to make a plan for deleting old templates that are not used.
I will end my presentation with this slide from earlier.
It has been positive for us using port folio – and the port folio in Blackboard has been a good experience.
I especially like that the port folio can include all four years of study and the 24 different modules in one handy tool.
I will end with a quote of John Biggs in the fantastic book “Teaching for Quality Learning at University”. It goes like this: : “In professional programmes in particular, it is useful if students keep a reflective journal, in which they record any incidents or thoughts that help them reflect on the content of the course or programme. Such reflection is basic to proper professional functioning”
And with that I will ask if there is any questions?
Questions?