The Design & Initial Rollout of a New
Institutional Blackboard Structure
Áine Galvin, Geraldine O’Neill & Eoin Hanratty
University College Dublin
ABOUT US
Áine GalvinDirector of Teaching & Learning, [email protected]
Dr Geraldine O’NeillSenior Lecturer, UCD Teaching & [email protected]
Eoin HanrattyTeam Lead, UCD IT [email protected]
UNIVERSITY COLLEGE DUBLIN
• Irelands largest & most diverse university, with over 30,000 students drawn from approx. 124 countries
• One of Europe’s leading research-intensive universities
• Modular curriculum- broad spectrum of programmes to PhD level
• Founded in 1854 by Cardinal John H Newman
• Best known graduate is James Joyce, BA in 1902
WHAT WE ARE GOING TO LEARN TODAY
1. Key educational design principles underpinning UCD’s new Bb module structure
2. Systems requirements for development of new Bb structure at institutional level
3. Communication & implementation of new Bb structure and use by staff & students
4. Results to date and next steps
OUR CHALLENGE
OUR CHALLENGE
Significant variability in structure & organisation of Bb modules…..difficult
for staff & students to place/find learning materials
OUR CHALLENGE
Bb being used as a ‘filing’ cabinet
CONSULTATION WITH STUDENTS
On-line Survey(n=19 students)
In-class feedback, School of
Information and Library Studies
(n=40)
Student Focus Group
To be Improved
• Dependency on it when it crashes
• Old fashioned lay-out • Difficulty finding
information • Different lay-out in
different modules• Increased use of grading
functionality • Use task manager for
assignments
Bb Positive aspects
• Ease of information on module
• Availability of quizzes for feedback
• Communication with other students
• On-line group work
CONSULTATION WITH STAFF
Workshop on Structure (n=14 academic and
educational technology staff)
Meetings with T&L leaders, Access/Disability, Library,
Communications staff
Individual Interviews with, and case studies from,
experienced academic staff (n= 10 )
Suggestions for new design• A simple default required for staff with
varying levels of expertise in Bb• It may be necessary to consider a gradual
transition to a new default, possibly for new modules only
• Announcements button should be retained.• Assessment button should be a separate
button and contain all assessment activity• Additional buttons could be at the discretion
of the module coordinator (lab/tutorials) • ‘Learning materials’ preferred to ‘Content’.
‘Learning’ sounds more active.• Positive to idea of dividers/sections
OUR SOLUTION
Implement new Bb structure for all modules in the institution….
• To introduce consistency for students of navigation, lay-out and ‘look & feel’ across UCD modules
• To support staff to implement simple strategies (good design practices) to enhance student learning
• To support staff to improve their Bb usage skills
PARALLEL TRACKS
Challenge 1: Structure
Inconsistency – hard to find/place resources
Track 1:
New Default Structure for all modules institution-wide
Challenge 2: Enhancing Learning
Bb being used as a filing cabinet
Track 2:
Good Design Principles (research-informed)
NEW DEFAULT STRUCTUREUCD branding,
theme & image
Reduced & renamed ‘buttons’
Emphasise
active
learning
Sections & dividers
Revised language
THREE DISTINCT SECTIONS
CONTENT ORGANISATION GUIDELINES
GOOD DESIGN PRINCIPLES
1. Plan a coherent and efficient sequence of your face-to-face, out-of-class and on-line activities & resources2,6,7,9
GOOD DESIGN PRINCIPLES
2. Reduce overload8 by creating a thematic structure in the module by grouping the learning materials by topic/activity/time-scale
3. Within these groupings, position all of the related learning materials close to each other2,3.
GOOD DESIGN PRINCIPLES
4. Consider opportunities for students to collaborate and monitor their progress within Blackboard5,6,7
Diane Cashman
GOOD DESIGN PRINCIPLES
5. Write as a narrative to students, setting out your expectation of what they have to do & why6
6. Communicate in Bb the expected ‘time on task’ 5,6,8
GOOD DESIGN PRINCIPLES
7. Ensure that learning materials are in an accessible format1,5,6
see also http://www.ucd.ie/teaching/documents/AccessibleBlackboard.pdf.
TECHNICAL IMPLEMENTATION
New institutional structure &
design
Customised theme
Customised language
pack
Banner image
Tabs and modules
Default module
structure
TECHNICAL CHALLENGES
• Customising CSS to reproduce the required design
• Modify, upload, test repeat
• Customising language pack to reflect UCD terminology
• Volume of changes
• “Course” to “Module”
• Coordinating the implementation with regular upgrade window in July
• Requirement to engage staff prior to this.
INITIAL ROLLOUT
• All new modules automatically set-up with new simplified structure (circa 630 modules = 10% of total modules)
• Existing modules have to be manually updated by lecturer
• Five pilot schools
• Review, feedback, testing of new structure
• User testing of the ‘customisation’ guidelines
COMMUNICATIONS & SUPPORT PLAN
Summer Planning
• Widespread communication of project & new structure coming on-stream - multiple communications channels employed
• Online (full) guidelines launched, along with information about upcoming supports
Pre &
Start of Term
• “Planning Your Blackboard for Next Semester” posters for all schools• Hard-copy Quick Guide sent to all academic staff• Pre-semester workshops scheduled & delivered• New ‘Customise Blackboard’ page on T&L website, plus launch of screencast
Semester 1
• Promotion video • Updated eLearning resources• Promotion of IT Services Roadshow
Pre-
Semester 2
• Further promotion of workshops• Promotion via Ed Tech network; School Heads of T&L network; IT Services school
contacts• “Planning Your Blackboard for Next Semester” posters re-issued to schools
PROMOTION MATERIALS & RESOURCES
http://www.ucd.ie/teaching/showcase/items/title,197935,en.html
INITIAL RESULTS
20%
65%
15%
Template Applied - end October 2013
YesNo - own templateNot in Bb
Random sample of 100 modules
8%
66%
26%
Template Applied - end January 2014
YesNo - own templateNot in Bb
Random sample of 874 modules
OBSERVATIONS
• Difficult to say if new structure was applied exactly (unreliable data)
• Majority of modules had their own menu structure that was very similar to the institutional structure
• Most common menu items included:
• Announcements / Module Information / Contacts / Module Documentation / Assignments / Web links
• The ‘old’ style box links still used frequently
NEXT STEPS
Two Tracks both in early stages:
a) Structure: development of strategies to increase use of the new ‘structure’, i.e. module ‘case studies’, open access to all or more modules, further communication….
b) Design Principles: use in further projects, i.e. blended learning project, on-line module design support, development of web-based resources, needs further communication.
Evaluation: Availability of a more reliable measure of success with the new reporting capability (i.e. BIRT).
REFERENCES
1. Biggs, J., Tang, C (2011) Teaching for Quality Learning: What the student does(4th Ed) . SRHE: Berkshire.
2. Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass.
3. Meyers, N.E, McNulty, D.D. (2009). How to use (five) curriculum design principles to align authentic learning environments, assessment, students’ approaches to thinking and learning outcomes. Assessment & Evaluation in Higher Education. 34 (5), 565-577.
4. UCD (2012) UCD Strategic Plan to 2014: Forming Global Minds.
5. Chickering, A.W., Gamson, Z.F. (1991). Applying the Seven Principles for Good Practice in Undergraduate Education. New Directions for Teaching and Learning. 47, Fall, San Francisco: Jossey-Bass Inc. see alsohttps://www.msu.edu/user/coddejos/seven.htm
6. Littlejohn, A., Pegler, C. (2007) Documenting e-learning blends, In, Preparing for Blended E-Learning. 70-93. New York: Routledge.
7. Collis B., Moonen J. (2001), Flexible Learning in a Digital World, Kogan Page, London.
8. Mayer, R.E, Moreno, R (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning Educational Psychologist, 38(1), 43–52.
9. Sharma, P, Hannafin, M.J. (2007) Scaffolding in Technology-Enhanced Learning Environments Interactive Learning Environments, 15, 1, 27 – 46
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