Blackboard Opening Keynote | Katie Blot - Blackboard | TLCANZ17

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Blackboard’s annual gathering of leading educators from Australia and New Zealand to discuss the future of learning and opportunities for higher education. Katie is deeply committed to leveraging Blackboard’s innovative technologies and services in order to partner with the global education community and enable student and institutional success. Blackboard’s core values of integrity, excellence, innovation and accountability resonate deeply with Katie.

Technology

~1/3 of all college
courses used email
1/4 of classes
leveraged the internet
1/8 of classes
used multimedia
Campus Computing annual survey, 1997

Today
34% of faculty anticipated primarily digital
course materials by fall 2018
of colleges agreed that digital curricular
resources make learning more efficient
and effective for students
of classes use LMS or course
management tools for online
course resources
95%
73%
Campus Computing annual survey, 2016

Our global reach enables us
to bring the best ideas and innovation into your hands.
Blackboard
is now in over
90 countries.

A compelling,
broad portfolio
of products
and services
The best experience
for your
students, faculty,
and advisors
Work within
your ecosystem

Blackboard is your partner in change.
Driving
learning
outcomes.

Blackboard is your partner in change.
Supporting
the learner along
their journey.

SaaS Adoption
231clients using our SaaS
delivery model
68 additional migrations
underway
45 more evaluations
and pilots

Blackboard
Collaborate
in the
Blackboard app

Student
performance
against key
program, graduate
& industry outcomes

Discussion Insight
and Recommended
Score

Imbedded analytics
X-Ray Blackboard Learn and Moodle

Instructor
feedback
Guides instructors on how
to improve the accessibility
of their course content
and alters future behavior.
Alternative
accessible versions
Automatically checks
for accessibility issues
and generates alternative
accessible formats.
Institutional
report
Provides detailed data
and insights to help
further improve course
content accessibility
at the institution.

Data
everywhere
Expanding
capabilities
No
boundaries

Group Collaboration
in context with
learning &
assessment

Responsive
Blackboard App
(formerly Bb
Student)
New Blackboard Instructor App
Mobile access

Blackboard is your partner in change.
Supporting your
Institution's
Evolution... or
Revolution

What's hot

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.

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The concept of the digital university is often raised as a major issue within HE developments. Many universities have digital elements but still operate on a pre-digital basis. This webinar will outline how the piloting of the Grades Journey Solution at Glasgow Caledonian University is a microcosm of what a university has to address if it claims to be digital. Jim will share the results of their pilot and the intended outcome e.g. a simplified workflow for the single input of grades and their extraction into the SIS.

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With the increase in blended and online course delivery there are ongoing challenges for supporting staff and students in the use of teaching technologies. This presentation will look at the University of Newcastle's implementation of a third-party building block for Blackboard which provides access to: data to measure tool adoption; tools to promote technologies within Blackboard courses; and support tools designed to improve end-user experiences. 'Eesysoft' provides simple, just-in-time reporting tools that are being used by Instructional Designers to develop targeted workshops and consultations for academic staff within Schools and Faculties where it has been identified that adoption could be improved. When new technologies are introduced, Eesysoft's communication tools are being used to promote features from within the online course environment. Staff and students now have access to resources that are specific to the location within the Blackboard course that they are accessing. It is hoped that Eesysoft will provide the necessary tools and data to influence change in the way academic staff adopt Blackboard tools for blended and online courses.

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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.

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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.

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In this session, we will present the results and experiences from the Teaching for Tomorrow course, a 19 week online course for lecturers designed and delivered by 7 HE institutions in southern Denmark and northern Germany. The course is based on the following learning perspectives: • Group activities that allow participants to learn from each other and create a learning environment that facilitates both informal and formal learning. • Activities that encourage participants to reflect on their own learning experiences enabling them to set and pursue personal learning goals relevant to their specific situation. Practical work that lets the participants explore online and blended learning and gain first-hand knowledge of the potentials and challenges. The course comprises the following 6 modules which each consists of a number of e-tivities. • The virtual learning environment and e-learning tools • Introduction to online learning • Educational design and design of course materials and activities • Delivery of online courses/The online lecturer • Web 2.0 and social media • E –assessment Each module ends with a badge assignment that participants must submit in order to complete the module. Teaching and learning activities are both asynchronous and synchronous. Furthermore, the course started with a face-2-face kickoff event. The main hub of the course is a course site on CourseSites/Blackboard Learn, where discussion forums, blogs and wikis are intensively used. Twitter and Google+ are also used for asynchronous activities. Synchronous activities are carried out via Adobe Connect. The course ends on 28 February. A questionnaire survey will be conducted in early March to evaluate participants’ experiences. This session will report on the results of the survey. Of particular interest is the degree to which participants have been motivated and engaged through the strategies employed in the course design and delivery: • E-tivities with clear instructions concerning resources to study, individual contributions, interaction and deadlines. • Peer feedback and collaboration • Practical skills training. • Opportunity to integrate work and learning, participants designing own courses or course elements as part of the course work. • Mix of asynchronous and synchronous teaching and learning activities • Module badges

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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.

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A presentation on the use of online Assessment Diaries at Glamorgan. The presentation will enable the viewer to understand the logistical process of gathering assessment deadlines and feedback dates and how these are brought together for a student and staff overview of the Assessment Diaries. Participants will be invited to discuss the feasibility of transferring this approach into their institution.

The assessment diaries

Jisc

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.

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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.

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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.

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Online process-training

CommLab India – Rapid eLearning Solutions

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.

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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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Acadly helps professors boost participation and communication with students inside and outside the classroom. Watch Acadly's presentation at the Reimagine Education 2017 conference at Philadelphia. The videos in the presentation are available here: 1. Structure: https://twitter.com/Acadlydotcom/status/937797507152863233 2. Instant one-tap roll calls: https://twitter.com/Acadlydotcom/status/937797784576589825 3. Typing math expressions using TeX in the Acadly messenger: https://twitter.com/Acadlydotcom/status/937798225175687180 4. Analytics: https://twitter.com/Acadlydotcom/status/937798721126969345 5. Context aware chat: https://twitter.com/Acadlydotcom/status/937799368366796800

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Schools across the nation are preparing for the possibility that H1N1 will hit their student population, causing student and staff absences or quarantines. Forward-looking districts are planning now to ensure learning continuity not only for this pandemic, but for future extended student absences. Using examples and models from online learning can provide a framework for learning continuity during student absences and potential flu dismissals. Susan Patrick, CEO of the International Association for K-12 Online Learning, reviews short and long-term frameworks to help schools provide learning continuity through online learning. Susan has traveled the world identifying case studies for academic continuity and recently briefed the Department of Education on recommendations for uninterrupted student learning. During her travels, Susan identified that schools widely regarded as excellent share the following practices: • Train every teacher to teach online • Offer online learning in 100% of secondary schools • Provide all instructional materials digitally and online • Use a learning management system accessed by every teacher and secondary school to deliver course materials and track student progress. A Blackboard client, Briarcliff Manor School District, will also share how they will be using Blackboard to prepare for possible extended student absences.

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EFS Academy has developed many ‘skill-based programs,’ that are grouped under major skill-sets. These programs are tailor-made to the training needs. For this purpose, we have collaborated with the ‘National Education University, USA,’ and the ‘State University of New York USA’ for the course design, content, and delivery, to meet the requirements of professionals, students. These programs are administered by RIMSR, EFS Academy, which are technology driven dedicated skill-enhancement institutions in India. The programs are delivered on e-platform. Upon successful completion of the courses, the participants are duly certified. These Programs offers more than 200 skill-sets so that professional has option to choose based on their specific needs. The focus is on the content, quality and the learning index of the participants. To say it in short, these programs are extremely useful, to entrepreneurs, professionals,students to professionalize themselves with the global standards. visit www.edufinserve.in and www.rimsr.in

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Blackboard APAC

Assessment and Feedback is a focus at our institution, with an emphasis on providing high quality feedback to our students in a timely manner. Students are often intrinsically motivated to seek feedback that will help them engage with their subject (Higgins, et. al., 2002) and while feedback has been available and is valued, Weaver (2006) has indicated that adding comments could be more helpful. To address these requests, we have focused on implementing Assessment and Feedback project with the introduction of Turnitin Feedback Studio across a number of courses at the College. The two main reasons for the shift to Turnitin are: 1.) To increase student engagement by giving them more in depth and relevant feedback on their assessments, and 2.) Simplify and streamline teacher’s marking and workload. By moving to Feedback Studio, we were able to continue to provide students access to rubrics and general comments, while significantly improving feedback by introducing overall verbal feedback and multiple different types of annotations. These annotations range from highlighting a common mistake to providing web links to resources that help students improve, for example, a website detailing the correct way to reference an assignment. With a mix of: Rubrics, comments, written summations, verbal feedback, strikethrough, inline text and quickmarks providing links to resources, we have found that the students are being provided with extremely rich feedback that is very easy to process due to a smart, simple layout. Moreover, students also have access to Feedback Studio’s originality and similarity reports. We encourage academic staff to allow students access to this feature for drafting and learning purposes. This empowers them to improve their referencing and paraphrasing skills without having to contact teaching staff. Teaching and marking staff are also experiencing the benefit of this system. Despite the increase in feedback to students, the marking process has become more streamlined, with easy to use rubrics, drag and drop annotations and one-click verbal feedback helping to facilitate more efficient marking. This session will detail the benefits outlined above and explain how the students and staff have embraced these changes.

Improving Assessment and Feedback | Paul Hellwage - Monash College | TLCANZ17

Blackboard APAC

Game on! | Mark Bailye & Nicole Wall - Blackboard | TLCANZ17

Blackboard APAC

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