A Holistic Approach to Encouraging the Use of Blackboard

1. A Holistic Approach to Encouraging the Use of Blackboard Charmian Eckersley, charmian.eckersley@newcastle.edu.au Education Services Tammy Robinson, tammy.robinson@newcastle.edu.au Faculty of Health Ron Sharkey, Faculty of Health The University of Newcastle 20 November 2003

2. Exponential growth in Blackboard Use • Number of Courses 1,100 - 2003 • Number of Enrolments 88,000 • Number of Instructors 1,476  • Hits on Most Active Date 6 Aug 2003 254,909 The University of Newcastle

3. Escalating Use

4. Organisational Context • University Review 2002 • “Devolution without duplication” • IT Review 2002-3 – Teaching and Learning Working Group The University of Newcastle

5. Deputy Vice Chancellor Management Framework for Teaching and Learning Environment Pro Vice-Chancellor – Information Technology Pro Vice-Chancellor – Teaching and Learning IT Portfolio Committee (ITPC) Curriculum Teaching & Learning Portfolio Committee (CTLPC) ADVICE & INFORMATION Exec Directors USD Asst Deans IT and T&L • USD – system operation & support • Infrastructure services • Education services • Student Alumni & Community Services • Human Resource Services • User Groups (USD & Faculty representation): • Blackboard User Group • Faculties through: • IT Committees • Curriculum Teaching & Learning C’tees Teaching & Learning Systems Blackboard Library databases Theatre technologies (AMX) Videoconferencing Tutorial tracking system Professional placement system NURAPID Timetable system (Syllabus+) Computer Laboratories Skillbuilder Administrative Systems Curriculum Tracking System (CTS) Groupwise (email) NUSTAR (student & course records) Concept (staff records) Finance systems Student Systems Studentmail etc

6. Support Groups Blackboard User Group Faculty reps Education Services (system owner) Infrastructure Services (System & Database Administrators) Network for Innovation In Teaching & Learning Human Resource Services Information Desks (for students) Call Centre (for staff) Training Integration Project – Peoplesoft, Course Tracking System, etc. Blackboard Upgrade Project

7. Blackboard User Group • Terms of Reference • The User Group aims to be representative of all users of the course management system (Blackboard). It will encourage representatives to gather views from within their organizational units. The User Group shall have primary responsibility to advise on planning and operation of Blackboard. • Advising on issues and questions relating to the operation of Blackboard in relation to the core business of teaching and learning including central support, Faculty responsibilities, use in research, teaching and learning. ... The University of Newcastle

8. Support Teams in Partnership – Training Network for Innovation in Teaching & Learning Human Resource Services Training Workshops Trainers – usu. from Faculties Network for Innovation in Teaching & Learning Seminars, Forums, Q&A Sessions Faculty Leaders or Working Group Presenters – usu. from Faculties The University of Newcastle

9. Overview sessions % %

10. CommunicationAssessmentEvaluation of teaching

12. Blackboard @ Newcastle • Supporting webpages • “Welcome to Blackboard “course” for new users. • All instructors are registered - news • Documentation – “Do’s and Don’ts”, student The University of Newcastle

13. Technical Support Team • Education Services • Infrastructure Services • Servers • Software • Systems integration • Tutorial Placement System -> Groups • NUSTAR – PeopleSoft – student system • Concept – staff system The University of Newcastle

14. Faculty of Health - Bb • History of dissatisfaction with Topclass and Motet – subsequent move to Blackboard. • 2001 – 3rd Year Bachelor of Nursing Clinical Course and Post Graduate Nurse Practitioner Program delivered online via Bb. • 2003 – All Nursing & Midwifery Postgraduate & Undergraduate Programs using Bb • Most Programs in Faculty of Health using Bb. The University of Newcastle

15. Bb Support - Faculty of Health • “Mentoring” for staff who are not competent with computers or learning management systems. • “Open-door” access to support for staff/students. • Contact details posted in all Bb courses for students. The University of Newcastle

16. Evaluation

17. This course has been presented in an interesting and stimulating way.

18. Online Assignment Submission • Problems with Digital Dropbox (large numbers of students and multiple lecturers/tutors) • Created online form which utilises Bb’s email function to send assignments to a nominated email account. The University of Newcastle

19. I liked having a choice in the way that assignments could be submitted.

20. The electronic form for submitting assignments was easy to use:

21. Two-way Sharing • Faculty the innovators • Re-developed as a resource for the whole University • Facilitating opportunities for sharing • GradSchool resources • Blackboard orientation – re-worked into • Blackboard Walkthrough • On CD & via the web The University of Newcastle

22. Interview with 50 academic managers • Attend a workshop - but “specific questions arise when you actually have to develop the curriculum” • Not everything relevant to your design project can be covered in the workshops • Hesitant to ask proficient colleagues - an imposition Mentoring service Exemplar course The University of Newcastle

23. Mentoring • Facilitating a Blackboard “start-up” mentoring service for those requesting more intensive and relevant help in course design • Production of specialised learning materials by the multi-media skilled team • Exemplar facilitating an understanding of pedagogical principles underpinning course design and delivery online The University of Newcastle

24. Practical Skills Teaching Programme Blackboard Workshops Exemplar course In Blackboard Workshops & Seminars Postgrad Course in Education- Fully online Mentoring

25. Selection of the exemplar • 100% online course exploring all new pedagogies – 3 years • Author the recipient of the University award for excellence in teaching • An educationist with theoretical underpinnings applying new knowledge • Researching and evaluating teaching and learning The University of Newcastle

26. Course design • The use of role playing (Bonk, 2002) • Its constructivist approach to learning (Dick & Carey, 1990) • Provision of plenty of resources for learner inquiry and critical thinking (McLoughlin & Oliver, 1999) • A focus on outcomes (Oliver, 2000) • Encouraging deeper learning (Carmean & Haefner, 2002) The University of Newcastle

27. Course design • Use of the authentic context of classroom scenarios (Herrington, Oliver, & Stoney, 2000) • Use of authentic assessment activities (Oliver, 2000; Reeves & Okey, 1996) • Careful planning of the organization of the curriculum The University of Newcastle

28. Deeper learning • Constructed around the five core deeper learning principles: • social, active, contextual, engaging, and student-owned • Creating of the learning community via thoughtful use of the Discussion Board. • assessment requirements • social café The University of Newcastle

29. Achievable • Teaching & Learning Support team • Multimedia enhancements for the scenarios. • Static images and sound clips to help students make the connection between the theory and the work they will be performing The University of Newcastle

30. Teaching Online Forum

32. The University of Newcastle