This self-guided online course was created to introduce new staff to using Blackboard after it was found that some new staff could not attend face-to-face training or did not think training was needed. The course used principles of experiential, self-directed, and connectivist learning by allowing users to learn at their own pace through interactive activities and videos that demonstrated how to use Blackboard tools. Usage statistics showed that while many visited the site, few engaged deeply with the interactive elements, and a survey found that most users who knew of the site found it useful, with the main lesson being that better promotion was needed to increase awareness of the training among new staff.

1. Want to know how to use Blackboard?
Use Blackboard.
How do you use
Blackboard?
You just use Blackboard.

2. The problems BA
Some new staff can’t
make it to face-to-face
training sessions
Some new staff don’t
[think they] need
formal training
Some new staff only
need Blackboard for
specific tasks
All staff seemed to lack
awareness about the
online help available

3. The proposed solution
Self-guided
introduction to
duo course
GO
Options to develop competencies
step-by-step or dip in and out
Demonstration of
Blackboard tools in context
All staff who joined since July
2017 enrolled as Students

4. Learning design: experiential learning
Kolb (1984)experience reflective
observation
conceptualisation
active
experimentation
Hello to John Dewey

5. Learning design: self-directed learning
Knowles (1975)
Hello to Maria
Montessori

6. Learning design: connectivism
‘Learning is a process of connecting
specialized nodes or information sources’
(Seimans, 2005)
Hello to Simon
Downes

7. Structure and organisation: experiential learning
experience
as a student
reflective
observation
conceptualisation
active
experimentation
Avoided using complicated
functionality or hacks so that
most features could be replicated
Informed by University minimum
standards for module sites
Demonstrated good practice
Prompts to consider how
experience as a student
could be applied to practice
as a staff member
on their own,
hopefully!
Frequent opportunities to try
things out on Sandpit site

8. Structure and organisation: self-directed learning
Follow learning pathway
or dip in & out
Consistent
structureSignposting
icons
Try it out
Unit
completion
confirmation

9. Structure and organisation: connectivism
Permanent
Institution-
wide

10. Aesthetics UG

11. Content
Video
E-learning & interactive video
Text Test

12. Connections
Guides and videos on our
Digital Learning & Teaching site
Guides and videos on the
Blackboard Help site
Guidance & resources on
University and external sites
Research and scholarship

13. Interactions
Activities
Try it out
Interactive videos, quizzes, e-learning
With technology
Blog
Discussion board
Wiki
With humans

14. Development, production and launch
Production Launch
Audit of
resources
Producing
new
resources
Constructing
pages
Testing
as
student
Thinking
Rough
outline
Sample
pages
Team
feedback
University-
wide email
Development
Green is not a
creative colour

15. What the users did: course stats
Launch
25 Sept
Email
6 Oct
1 Nov Survey sent
1 Dec
Wow look, a
line graph!

16. What the users did: course stats
62 visited more than
just the first page
18 return visitors
4 more than twice
0 posts
on blog, journal, wiki, discussion board
296 hits in
content areas
79unique
visitors
12% of enrolled users

17. What the users said: survey
8 didn’t know it was there
Wow look, a
bar chart!
1 was browsing
was looking for something & trying activities
4felt they didn’t need an introduction
How long did you spend on the Self-guided introduction to duo site in total?

18. What the users said
No ‘Disagree/Strongly disagree’ for any of the quality questions.
One person asked for closed captions rather than transcripts.Survey
One ‘Very useful’ vote on the site itselfEvaluation
One face-to-face session attendee said ‘The self-training
made this session somewhat redundant.’Feedback

19. Lessons learnt
Welcome page could be more inviting
Some elements of Blackboard just aren’t very nice to look at
As topics got more complex, the pages got messier
Digital style!
THE
UGLY

20. Lessons learnt
Staff awareness seemed to be quite low
…email communication helped but obviously wasn’t enough
…we can’t easily tell which new staff members need to use duo
THE
BAD
Should caption all videos

21. Lessons learnt
Opportunity to check completeness of existing resources
…which helped to fill in gaps
…and avoid replication
TH
E
Those who engaged found it useful
Using only resources available to all University staff
meant that it was low-cost and less time-intensive
GREAT
ER
GO
OD

22. Questions
References
Knowles, M. (1975) Self-Directed Learning: A Guide for Learners and Teachers. New York: Association Press.
Kolb, D. (2015) Experiential learning : experience as the source of learning and development. 2nd edn. Upper Saddle River,
New Jersey: Pearson Education.
Seimans, G. (2005) ‘Connectivism: A Learning Theory for the Digital Age’. International Journal of Instructional Technology
and Distance Learning, 2(1).
Images
Computery guy: Deviant Art/CoolioArt
Lego figure: Flickr/Andrew Becraft (edited: transparent background)
All of other images sourced from copyright- and attribution-waived sites
@crnolangrant