Lessons Learnt from Implementing the Blackboard Content System Dr Barbara Newland Manager of Educational Development Services, Bournemouth University Maria-Christiana Papaefthimiou e-Learning Manager, Reading University Prof Gunter Saunders Director of Online Learning Development, Westminster University Federica Oradini Learning Technologist, Westminster University

Lessons Learnt from Implementing the Blackboard Content System Overview To compare the experiences and lessons learnt through the implementation of the Content System (CS) at Bournemouth, Reading and Westminster Universities Our implementation aims are to: –enhance teaching and learning –increase student flexibility in provision and access to information –fulfil UK government directives This presentation will focus on how: –e-Reserves are being used to access digitised short loan library materials –development and assessment of students e-portfolios –the implementation is project managed It is not technically focussed but policy and processes so if not for you then … We will include time for discussions within the session

Lessons Learnt from Implementing the Blackboard Content System Location – Bournemouth/Reading/Westminster

Lessons Learnt from Implementing the Blackboard Content System Student and Staff Numbers BournemouthReadingWestminster STUDENTS - Undergraduates13,00011,20016,500 - Postgraduates 2,000 6,300 5,500 STAFF - Academic6502,0001,100 - Support

CS Tools at Bournemouth CS AreasStatusDetail My ContentStaff only Course Content x Institution ContentPilot areas Library ContentStaff only PortfoliosNot yet promoted Learning Objects x Not yet available

Lessons Learnt from Implementing the Blackboard Content System Bournemouth University Great change with a new VC, new PVCs and 3 (out of 6 Schools) have new Heads New Corporate Plan : “Our student- centred learning environment emphasises both intellectual achievement and employability” IT has split from Academic Services Educational Development Support (EDS) support learning and teaching Library – 60% budget on e-resources Bb Basic since 2002 and Academic Suite 2006 and moving from 4 CMS to 1 (use CS not LS)

Lessons Learnt from Implementing the Blackboard Content System e-Reserves - Bournemouth Context 1.reading lists at unit/course level 2.exam papers at unit/course level 3.short loan

Lessons Learnt from Implementing the Blackboard Content System e-Reserves - Bournemouth Process of implementation Major change to Copyright Licensing Agreement (CLA) Academics request items to be scanned and added to e-Reserves by the Librarians who inform academic when it is there so they can make a link to it Library analyses high use items

Lessons Learnt from Implementing the Blackboard Content System e-Reserves - Bournemouth Pedagogical implications Aim to encourage students to read quality e-resources to inform their study Simultaneous access to digitised materials whereas previously only one user at a time e.g. group work using Web 2.0 technologies Aim to encourage wider reading beyond a Google search eRes – Innovative E-learning with E- resources (Pathfinder project)

Lessons Learnt from Implementing the Blackboard Content System Institution Content -BU My Content – not use LS Institution –Share across university –Working area for schools Joint Academic Coding System (JACS) –UCAS - central organisation that processes applications for full-time undergraduate courses at UK universities and colleges and UK Higher Education Statistical Agency

Lessons Learnt from Implementing the Blackboard Content System e-Reserves – Lessons Learnt Work closely with the library Provide processes that are easy for academic to use with quick response time Employ students over the summer to do repetitive work File size and accessibility of scanned resources CLA licence limitations – can only digitise a chapter of UK published book we hold in stock or copyright cleared Inter-Library Loans (ILL).

Lessons Learnt from Implementing the Blackboard Content System University of Westminster Teaching led with a strong emphasis on knowledge transfer and work with industry New VC starting in August 2007 New teaching and learning committee Blended learning an identified priority Single institutional VLE used for 5 years Piloting social networking alongside Bb

Lessons Learnt from Implementing the Blackboard Content System CS Tools at Westminster CMS AreasStatusDetail (restricted to pilots) My ContentStaff and students Course ContentStaff Institution ContentStaff and students Library Content x PortfoliosStaff and Students Learning Objects x

Lessons Learnt from Implementing the Blackboard Content System e-Portfolios for PDP An overview of student and staff perceptions across subject areas at the University of Westminster

Lessons Learnt from Implementing the Blackboard Content System Background - Westminster Blackboard been used for 5 years 15 study skills type modules across UG levels ~2000 students and 25 staff involved All experiencing e-Portfolios for the first time All portfolios were assessed 250 students completed a questionnaire together with all staff involved

Lessons Learnt from Implementing the Blackboard Content System e-Portfolios Across Subjects

Lessons Learnt from Implementing the Blackboard Content System Students From 7 subject areas Majority IT literate - 75% said were confident with prior skills Most work at home 63%, at university 37% Generally positive about their e-portfolio. Opportunity to think more/reflect Recognise/understand their achievements Plan for future career or understand job opportunities/career path better Determining strengths and weaknesses

Lessons Learnt from Implementing the Blackboard Content System Variation in Views Across Years In Year 1 30% cited value with regard to employment compared to 60% in year 3

Lessons Learnt from Implementing the Blackboard Content System Students – the Net Generation? 66% used images 5% audio 5% video Reasons for not using multimedia: Lack of confidence in the value of using multimedia for assessment Lack of IT skills Prior learning experiences How do you prefer expressing/recording ideas or thoughts? % preferred Text72 Drawings/graphs/tables20 Audio1 Video7

Lessons Learnt from Implementing the Blackboard Content System Students – One Size Fits All? Do you prefer expressing yourself in electronic format? 60% computing students 36% social science Should ePortfolio be used more widely? 70% computing students 26% social science Clearly not – ePortfolio assessment must suit the students tasks and skills to be developed

Lessons Learnt from Implementing the Blackboard Content System e-Portfolios examples in BB/Web

Lessons Learnt from Implementing the Blackboard Content System Tutors Helps monitoring of progress Formative/Summative feedback Easier submission for students Students found ePortfolio interesting and motivating Tutor can view work quickly Save paper work/handouts Accessible from anywhere It provided templates to scaffold students progress Saved time when collecting work Develop students IT skills Enabled students to be more creative Helped identify struggling students E-portfolios useful to the course? 100% Yes

Lessons Learnt from Implementing the Blackboard Content System Assessment How where the e-portfolio received for marking? On a CD 30% Assignments function 60% Shared in Blackboard 10% 91% Marked on screen 9% on paper 40% found on screen was challenging, tiring and time consuming Feedback 40% via 10% through BB 10% handwritten on sheets 20% face to face and 20% did not say

Lessons Learnt from Implementing the Blackboard Content System E-portfolios – Issues (Westminster) Activity design It is felt that a very careful re-design is necessary as evidencing for e-portfolio is not as straightforward. The use of e- portfolios should be appropriate to the module contents. Feedback and marking Ideally, be able to leave comments on the final submitted version which could then be returned to the student; be able to leave notes next to the text on the e-Portfolio Submission Ideally it should be possible to freeze the e-portfolio once finally shared As the e-portfolio cannot be “frozen”, students were asked to download the e-portfolio onto a CD as a zipped file but this caused some technical problems Most tutors did not like having to unzip the e-portfolio to view them Sharing E-portfolios should be shared with the tutor early at the start of the module so the tutor can monitor the progress and offer support Students did not share the e- portfolio early enough to benefit Student did not build their e- portfolio gradually Comments are not flagged with alerts

Lessons Learnt from Implementing the Blackboard Content System University of Reading Traditional, research focused University Reviews –Directorates –Centre for the Development of T&L, responsible for e-learning Establishment of Enhancement Committee Engagement at school level e-Learning Benchmarking Exercise –Increased visibility of e-learning with senior management –Approach to staff engagement with e-learning: flexible, non- directive, evolutionary New T&L strategy under new PVC (T&L) VLE support split between CDOTL and ITS Bb LS VLE since 2001 Bb Academic Suite since 2006 – pilot phase

Lessons Learnt from Implementing the Blackboard Content System CS Tools at Reading CMS AreasStatusDetail (restricted to pilots) My ContentStaff and students Course Content X Institution ContentPilot areas Library ContentArea-Institution Content / e-reserves PortfoliosStaff and Students Learning Objects x Not yet available

Lessons Learnt from Implementing the Blackboard Content System e-Portfolios - Reading Context: PDP agenda Pilots , –To test out the new functionality of Bb –Identify resource implications and pedagogical issues –Set management processes in place Institutional roll-out Schools/Subjects –History, Law, Pharmacy, Plant Sciences, Languages, Health and Social Care, Applied Statistics, Institute of Education, Typography, Centre for Staff Training and Development, Library 12 academic staff encouraged by funding and central support and 513 students Pilot evaluation: led by academic – reflected subject and use Approach: non-directive, flexible

Lessons Learnt from Implementing the Blackboard Content System e-Portfolios - Reading Reflective diaries –progress and personal achievements –Education, Health & Social Care Substitute paper based PDP portfolios –Pharmacy Careers portfolios and e-PARs –employment –Law Formative assessment purposes –History, Biology, Statistics

Lessons Learnt from Implementing the Blackboard Content System e-Portfolios - Reading

Lessons Learnt from Implementing the Blackboard Content System e-Portfolios - Reading

Lessons Learnt from Implementing the Blackboard Content System e-Portfolios – Issues (Reading) Use of templates made the e-portfolios easy to use –Not available by role, hence long list Access from anywhere –Great for substituting the paper based portfolios Using the CS was complicated –Are Personal portfolios the solution? Technical problems when uploading and felt the system was “clunky” (esp. Mac users) Sophisticated users felt frustrated by its limitations Majority did not appreciate the value of the e-portfolio –too much work alongside their other coursework –Reflecting the degree to which they were embedded in the course? Assessment motivated students to engage with e-portfolios Need for training and support –resource implications The majority of students did not engage with the reflection process in any constructive way –Completed their reflections before deadlines but –Minority of students used them to great effect –Mature students were more enthusiastic on reflection despite their low IT literacy/confidence Students

Lessons Learnt from Implementing the Blackboard Content System e-Portfolios – Issues (Reading) Considerable time for –Training –Supporting students –Assessing portfolios –Providing comments Coupled with technical problems –Difficult to manage a large number of e-portfolios –Cannot leave comments on the text –Students did not share their portfolios with tutor –Cannot freeze e-portfolio Close monitoring of students’ progress was a big benefit Appreciate potential –some recommended to be made essential part of the student experience at Reading Time implications could be outweighed by the potential benefits All but one pilot leads will continue their pilots next year Staff

Lessons Learnt from Implementing the Blackboard Content System e-Portfolios – Lessons Learnt Need support at key points Students need encouragement to take advantage of multimedia Must tailor activities and assessment to students and learning outcomes Flexibility allows students to take ownership Allowing some flexibility for tutors will motivate and help in the implementation Major benefits in monitoring the student’s progress Support for both students and staff is essential – resource implications Technological issues could inhibit engagement Need for addressing the lack of student engagement with reflection –Integration within the course Westminster Reading Need support at key points Students need encouragement to take advantage of multimedia Must tailor activities and assessment to students and learning outcomes Flexibility allows students to take ownership Allowing some flexibility for tutors will motivate and help in the implementation Major benefits in monitoring the student’s progress Support for both students and staff is essential – resource implications Technological issues could inhibit engagement Need for addressing the lack of student engagement with reflection –Integration within the course WestminsterReading

Lessons Learnt from Implementing the Blackboard Content System Content System - Reading Film, Theatre and Television Use of Bb for the first time –departmental approach –rather than individual academics –All taught modules are on Bb –CS contains resource areas for students/staff Objectives –Maximise the use of Bb –Move on to dept course management –Make students feel connected to the dept and student community

Lessons Learnt from Implementing the Blackboard Content System

Lessons Learnt from Implementing the Blackboard Content System

Lessons Learnt from Implementing the Blackboard Content System Content System – Lessons Learnt Staff felt that the CS was an effective and efficient way to store information centrally and access it from the Learning System (or the Bb Portal). Students reported that it enhanced the students’ learning environment –everything in one place The CS is easy to use, to share files, deliver Bb course content and to access information. Staff are not inclined to use Institutional Content area to share teaching materials – sharing culture Technical problems (esp. with Mac compatibility) The structure and naming of the Institutional Content needs to be thought out in advance.

Lessons Learnt from Implementing the Blackboard Content System Senior Management Board Bb AS Project Board Bb AS Implementation Group University Board of T&L Enhancement Committee/ SCITTL Content System Group e-Portfolio Group Community System Group Learning System Group PVC Heads of Directorates/resources Faculty Directors T&L SLTCs Library ITS CDOTL Academics Student Union Academics Library/ Copyright Group ITS CDOTL RUSU Project Management of Implementation – Reading PVC

Lessons Learnt from Implementing the Blackboard Content System SMT myBU Project Board Learning Technologists Group Senate Academic Development Committee L&T Development Committee Releasing Potential Projects myBU Implementation Group

Lessons Learnt from Implementing the Blackboard Content System Project Management – Lessons Learnt Clear reporting structure aligned with University committees Involve all stakeholders Learn from others e.g. Blackboard conferences, user groups

Lessons Learnt from Implementing the Blackboard Content System Discussion How are you implementing or planning to implement the Content Management System in your Institution?

Lessons Learnt from Implementing the Blackboard Content System Summary and Questions Lessons Learnt –e-Reserves –e-Portfolios –Managing the implementation of the CS

Lessons Learnt from Implementing the Blackboard Content System Further Resources Educational Development Services University of Reading Joint Academic Coding System