Presentation from the 13th Durham Blackboard User Conference (January 2013)

1. Meeting the needs of online learners; the
challenges to shaping a new approach to online
learning.
Dr Esther Jubb
Academic Manager,
University of Derby Online Learning.

2. University of Derby Online Learning: Some Context
 10 years of online distance learning delivery
 Across a variety of programmes – foundation degrees to MBA
 Developed as a response to local initiatives
 Recruitment, admission, delivery and support all localised within
individual departments
 Some areas of excellence but other areas where attention to detail and
consistency of student experience was patchy.

3. A little more context….
 2008/9 creation of a central customer services/operations team to provide
support to online distance learners – one stop shop for information
 2011 Executive decision to create separate business unit solely focused on
Online Distance learning.
 January 2012 Senior Academic Team in place
 Senior Development and Delivery Manager
 2 Academic Managers
The Academic Team
 8 Senior Online Tutors (Programme Leaders) – Disciplinary Specialists
 1 Quality Manager
 Bb 9.1, SP8 with a very (!!!) tight integration with SRS (Peoplesoft)

5. The Guiding Principles
 What do we want to deliver and how do we want to deliver it?
 The learner will:
 be provided with stimulating, relevant and current content and activities
specifically designed for online distance study
 receive timely feedback and support from dedicated online tutors.
 have opportunities to learn with and from their peers.
 have flexible and simple access to learning resources and key
programme information
 receive dedicated support and guidance about how to be a successful

6. Learning Content, Activities and Resources Appropriate for
Online Study.
 193 modules!
 What is the current state of our module materials?
 Rubric
 Review of library resources
 Review of learning activities
 Streamlining of Independent Study process
 Institutional transition to new credit framework
 Some programmes already transitioned, some transitioning in 2012/13
 More flexible way to deliver learning content (CMS)

7. The VLE
 Same instance used for on-campus and online delivery
 Merging of courses
 ‘Threshold Standards’
 Trial of esubmission
 Use of ‘Campus Pack’ technology
 Our challenge to ‘owners’ of the VLE
 Review of roles – enhanced access for Derby based Academic Team
 Self management of Online modules and programmes
 Templates
 Live classroom technology

10. What was missing?
 A sense of the sequence (a designed experience)
 A clear indication to students of what they should DO
with this content
 A clear indication of where there are opportunities to
receive feedback from the tutor
 Coherently organised content – reviewable,
maintainable content

11. Blackboard
 Introduced structure
 Introduced a common template in Blackboard
 Introduced optional learning activities (and
therefore initial opportunities to receive
feedback from tutors)
 Introduced a content management system -
reviewable, maintainable content in one place

16. Other early ‘wins’
 Common student orientation
 Materials in CMS, delivered via Bb
 Common independent studies module content
 Materials in CMS, with localised disciplinary content
and learner experience managed in Bb
 Online tutor induction
 Delivered via Bb, using same tools and environment
that they will teach in.
 Bb functionality which allows us to manage our online
tutors locally

17. Responsive Online Tutors
 Who are they?
 Where do they come from?
 What are the issues and challenges?
 Contractual
 Systems and processes
 Quality assurance

18. Where next?
 Consistent approach to assessment and feedback.
 Framework of assessment providing formative and summative
assessment opportunities appropriate for online study
 Assessment tasks that can be managed more easily by external online
tutors
 Overhaul of content so that it is maintainable, reusable and reviewable.
 Greater use of the CMS
 Development of resources to be used across multiple modules
 Independent Study
 Research Methods
 Project Management

19. Lessons Learned
 Internal University processes are designed for ‘core business’
 Be clear about what you want and why you want it
 Institutional timescales are often slower that a ‘new business’ needs
 External tutors are both a blessing and a challenge
 Huge enthusiasm
 Performance management
 Payment scales