TLC2016 - Submit work here

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Presenter: Joseph Gliddon Organisation: Bristol University Description: This session explores work implemented over several years at the University of Bristol to develop a scalable workflow for coursework assessment and feedback online. The workflow combines technical and pedagogic planning to support lasting cultural change. This uses Blackboard packages, which can also support consistent provision of other activities across multiple courses. This work was done to address key challenges in this area, including: -meeting complex requirements in a consistent way -needing a standard approach which is scalable across multiple courses -ownership of the process by Schools to ensure sustainability -easily updating content across many courses with minimum editing Session covers policy, pedagogic approaches, engaging academic & administrative leads, and the process.

Education

"Submit work here"
Teaching and Learning Conference by Blackboard,
Groningen
Roger Gardner and Joseph Gliddon
Technology enhanced learning and education
development team
www.bris.ac.uk/tel
26 April 2016
1

About this session
26 April 2016
2
• Rationale
• People and planning
• Package contents and demo
• Approaches to feedback
• Support and training
• Impact, challenges, lessons
• Ideas for the future

About Bristol
26 April 2016
3
Image attribution: By Nic Trott (http://www.flickr.com/photos/nikon_nic/7519208704/ ) [CC BY 2.0
(http://creativecommons.org/licenses/by/2.0)], via Wikimedia Commons

About Bristol
26 April 2016
4
Image attribution: Adrian Pingstone - Photographed by Adrian Pingstone, Public Domain,
https://commons.wikimedia.org/w/index.php?curid=1336301

Question for discussion
What things would be useful to
have the same across multiple
Blackboard courses?
26 April 2016
5

6
26 April 2016
Image attribution: https://www.flickr.com/photos/bitterjug/7670055210/in/photostream/

Rationale
• Consistency
• Better management of complex workflows
• Scalability
7
26 April 2016
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

People
• Important to have academic and admin leads
• Agree roles and responsibilities at the start
Roles and responsibilities template
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26 April 2016

Project plan
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26 April 2016
Image attribution: http://nyphotographic.com/ http://www.picserver.org/p/planning.html
Planning
template
Requirements
example

What’s in a package?
• Instructions
• Checklist quiz
• Assignments (with rubric attached)
• Extension group
• Adaptive releases
• Grade Centre columns
• Student access to My Grades
• Link to upload moderation forms
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26 April 2016

Demo and how to copy package
• Instructions for bulk copy
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26 April 2016

Support and training
• Responsibilities agreed in advance
• Separate session for admin teams and markers
• Build capacity by identifying and training up
leads in admin team
• Presence of academic and admin leads needed
as questions often about policies and processes
13
26 April 2016

Limits of packages
• Some things require post import tasks e.g.
setting due dates, or creating Smartviews for
multiple markers
• Limits on certain aspects of reusable items e.g.
titles
15
26 April 2016

Impact – growth in marks / feedback
online
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26 April 2016

Challenges – packages in general
• To package or not to package? (extent of
support for minor differences?)
• Reliance on Schools to provide accurate
information
17
26 April 2016

Challenges – electronic management
of assessment (EMA)
• Difference in the user experience when using
rubrics compared with inline grading
• Limitations in anonymous marking functionality
• Demand for more and better marking tools on
mobile devices e.g. mark offline and sync
18
26 April 2016

Question for discussion
What uses might you have for
packages?
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26 April 2016

Other examples at Bristol
• Engineering support forum
• Reading lists
• Student rep spaces
• Contextual variables
20
26 April 2016

Key lessons learnt
• Spend time nailing the requirements
• Test imports with small numbers first
• Get sign off of data from the School
• Build capacity in Schools to be first point of call
for support calls and to maintain packages
• If changing several aspects, it is quicker to clear
out packages and import new ones
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26 April 2016

Ideas for the future
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26 April 2016
Image attribution: https://www.flickr.com/photos/buckaroobay/3721809183

Questions
Contacts:
roger.gardner@bristol.ac.uk
joseph.gliddon@bristol.ac.uk
23
26 April 2016

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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.

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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.

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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.

Innovating in the MOOC Space - Karin Pfister - Charles Darwin University

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Massive Open Online Courses (MOOCs) have gained momentum in recent years and offer a new opportunity for interaction with potential university students. While MOOCs have been seen as a disruptive force for higher education, they have provided spaces to explore innovative approaches and emerging technologies that can then be integrated into regular university course content. Designing courses that are not aligned with any accreditation requirements has allowed the flexibility to creatively experiment and push boundaries. Using Blackboard’s Open Education platform, Charles Darwin University has developed and delivered 3 MOOCs showcasing creative approaches to otherwise traditional course content. This presentation will showcase CDU’s processes, innovative approaches, and lessons learnt. As a bonus, you will also see inside the Memory MOOC’s visually stunning “Memory Palace” and see how learning Accounting was brought to life through interactive video and branching scenarios in the “Who’s Counting” MOOC.

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