Latest Event Updates
The process for creating, claiming and getting started with your Blackboard sites will change for 2018/9 academic year. Our January and March iLead posts will provide further information on the project, however, if these articles don’t cover your question please contact firstname.lastname@example.org.
In summary, the success of the automated process relies on the data in SITS, and a Blackboard site will be created using MAV data in the normal way but now also relies on:
- a MAV ‘flagged’ as needing a Blackboard site and
- the ‘Lead Tutor’. This individual will automatically be added as an Instructor to the site which will subsequently appear in a “Pending” section of their Blackboard My Courses list.
In view of this, we are asking you to review and update a spreadsheet to ensure your Blackboard site will be created and available to you. We understand that future changes to the lead tutors are inevitable and are working on a solution to manage this.
The spreadsheet shows all the MAV’s set up for 2018/9 within each subject group and only the columns highlighted in yellow need to be completed. We request that you check:
- the module title, subject group and department. These are taken from the Module Record (MOD), if this data is incorrect please contact email@example.com providing the correct details.
- ‘Is the Blackboard Site Needed?’ has been defaulted to YES, please change to NO if you do not need a Blackboard site.
- ‘Tutor Name’. This has been pre-populated by data currently on SITS, please amend and complete as necessary. Changes to the spreadsheet are tracked by colour changing cells.
- To complete the data collection please add in your initials in the first column to indicate the MAV has been checked.
Access to the Spreadsheet
On Campus is via the ‘Z’ Drive and can be found using this file path: Z:\SAAS – Shared Documents\Data Collection\SDMU\Blackboard Tutor Collection
Off Campus you will need to use the ‘Off campus Z drive access or the Remote Desktop both of which can be found under Systems on the StaffHub:
Can’t find your modules? The individual spreadsheets are built using the Subject Group data on the MAV, if this is incorrect then you are likely to find your modules on one of the other spreadsheets within your department folder.
If you notice the data isn’t quite right ie. the Period isn’t right or the module is on the wrong spreadsheet please make a note in the Comments column for correction at the end of this process.
Course information has been provided for information only and is not a definitive list. The information was sourced from 2017/8 MAVs that have students attached. Variants have not been split-out; there will be one title covering part time/full time, placement/sandwich etc.
Thank you in advance for your cooperation with this process, please note the spreadsheet is available from now until 18th May.
To find out more on any of the above please contact either the central firstname.lastname@example.org email or directly to your supporting learning technologist.
Partners in Practice: Nurses Working Together Through Change.
Royal College of Nursing Education Forum, National Conference & Exhibition.
20 – 21 March 2018
Civic Centre, Newcastle upon Tyne.
Lisa Smith, Senior Lecturer in Emergency and Urgent Care and Sarah Ruston, Senior Learning Technologist, Academic Quality and Standards.
Using Blogs for structured learning activities in Undergraduate and Postgraduate nursing education.
Lisa had the brilliant (but scary) idea of presenting our work on blogs, at this national conference a few months ago, so we duly submitted our proposal at the allotted time. We were pleased to hear that we had been accepted early in the New Year. We would be supporting each other and presenting as a duo, and it would be a nice trip where we would find out what others are doing in the nursing sector. Unfortunately, on the day (well several before it) Lisa succumbed to the flu and could not stand, let alone travel for 3 hours and present at a conference. Therefore, there was nothing for it but for Sarah to present the paper on her own.
The keynote speech was very interesting, especially when the Regional Director of the RCN, Glenn Turp, gave a recent overview of the RCN and mentioned the University of Cumbria in a very positive light stating ‘we love the University of Cumbria’ as I think many of our students go on to be members of the RCN.
So, onto my presentation, thankfully straight after the opening keynote. There I am with no nursing qualifications (so not a lot in common with the other 270 delegates) presenting to a room of 40+ people as a first-time presenter at a conference, with a very shaky internet connection (my presentation relied totally on the internet!).
I talked about the work Lisa has done to move away from the somewhat chaotic discussion boards within Blackboard, and onto using the Blackboard blog feature. Blogs have really benefited her management of the large cohorts she is dealing with, especially as it is totally online delivery. Once I got started, I really enjoyed presenting the session and had lots of interesting questions and debate afterwards so the presentation had certainly garnered quite a bit of interest.
Next time Lisa suggests a joint conference presentation, I might think twice………!
The project streams documented in our iLead Blackboard Development post are progressing well and to plan. The following information is still very much in draft form, but should give a flavour of how it might look. Please note that the images below are mock-up screenshots and are subject to change.
The process for creating, claiming and getting started with your Blackboard sites will change for 2018/9 academic year. The introduction of enhanced automation will create a much faster process, with you in control.
For a new Blackboard site to be created the lead tutor needs to be added to the associated module (MAV) on SITS. A data collection exercise, managed by Data Management, will take place between 16th April and 18th May when you will be asked if a Blackboard site is required for a MAV, and to identify the Module Lead for each module delivery. This data will be imported into SITS and, via an automated process on a yet to be specified date, a Blackboard site is created and will appear in a “Pending” section of the identified individual’s Blackboard courses list. We are also working on a solution to manage future changes to this data.
Once your site is on Blackboard, you will be able to run a set-up programme that will walk you through the initial steps of template application and copying existing content from a previous iteration of the module.
We look forward to working with you and your team to create a Blackboard template for your programme, which will help ensure consistency between modules, and adherence to the Blackboard Protocols. Please contact AQD to find out more.
AQD ran a recent webinar session “preparing and enhancing your Blackboard site” which considered the use of the Blackboard Protocols when planning your course. The session also included a quick exemplar site walkthrough
Many of the protocol areas are straightforward to apply, and can have a positive impact on the site. AQD have put together a few “quick wins” for checking and applying some of these areas.
AQD can help support teams with their use of learning technology to enable and support learning. Please contact AQD to discuss.
|Module-Site Protocol Area||“Quick Win”|
|There is an easily located introduction to the course and/or Blackboard site||Add the module aims as an item within the Module Information section of the site. This text can be expanded to include other relevant information regarding the structure and running of the module.|
|Staff contact information is available in its own area||Ensure that up-to-date contact information is available. Include contact details for relevant support services.|
|Announcements are being used effectively||Add announcements to alert/remind students of new topics within the course.|
|There is a link to the programme site on the menu||Add a link to the programme site on your module’s menu – ensuring that the programme site is active and up-to-date.|
|There is an Assessment menu item, with information and submission points||Add assessment criteria and learning outcomes to the assessment area.|
|Learning Outcomes are being displayed around the site (outside of the module guide)||Copy the learning outcomes from the module handbook and paste them as an item in the Module Information area, and also add them to other relevant sections, such as the assessment area.|
|The module handbook is available||Ensure that the current module handbook is within the Module Information area of the site. The document needs to be in a format that students can easily open and access, such as PDF.|
|There is a working reading-list link||Add the relevant reading list link to your site’s menu. Please contact Information Services Library staff if you need help with creating/managing your reading list|
|An appropriate use of .pdf||Check the files that are located on the site; many file types (such as Word and PowerPoint) can easily be converted to PDF which can then be uploaded onto the site.|
For the latest guidance for adding library resources to Blackboard, please see the “making sure that you comply with copyright for library resources and reading and resource lists” section of this page
Action Research using problem-based learning to increase participation in discussion forums on Blackboard
Here is the latest PIP presentation held on Tuesday 13th March 2018.
The session generated discussion on how staff could make discussions boards more appealing to use in the future. Title :Action Research using problem-based learning to increase participation in discussion forums on Blackboard. Led by Tania Hopley HPSS.
The PowerPoint presentation can be viewed by clicking on the image above, or here.
The Education faculty had been using large Blackboard programme sites which presented a number of issues for students, and staff.
On a large programme site with multiple cohorts enrolled, any announcement sent out would be received by all students and therefore irrelevant to many and when marking students work, the numerous Turnitin submissions would make it hard for staff and externals to find and review.
By using a module site for teaching, communication is much more targeted, reading lists can be deployed and the management by staff is much more efficient. The module can also be tailored by the individual tutors in terms of themes, banners layout etc.
Edina Kulenovic from our London campus recently highlighted some of the positives the staff have found with their move to module sites.
We have found that using Blackboard Module sites is easier and more time efficient than the old, large Programme site. One of the big advantages is that both the lecturers and students are automatically enrolled into all new sites.
In addition, accessing the individual sites is quicker.
The option of changing the module specific sites by changing the colour schemes or banners and personalising the site is welcome too.
The announcements were often sent to all users, but now they are sent to specific groups of students or a specific site. Module leaders and lecturers now know where to post resources and announcements.
Marking has become easier, as both the lecturers and External Examiners found it difficult to find work to mark in the old site.
The new Blackboard app is most welcome too, for quick access and information.
Lecturers had to get used to having a long list of sites on their Blackboard My Institution page.
A previous Case Study regarding the move from Programme to Module sites, was also published by Emma Moore, BSc (Hons) Nursing Delivery here.
The Bristol Online Surveys (BOS) service migrated to Jisc in October 2017.
Jisc has recently announced that the service name, and site branding, will shortly start to change from “BOS” to “online surveys”, with all changes being completed by the summer (2018).
See their website for further details.
This webinar looks at your role as a module leader and aims to be a helpful resource for existing module leaders and those who may be taking on this role in the future. Key areas within this webinar include:
How does the University of Cumbria see this role?
How does this role integrate with other academic roles and responsibilities?
What on-going help and support is there?
Click the image below to view the recording (university login required)
iLead iLearn Webinar Series – Adding Digital Interaction with Blackboard Tests and Quizzes, 1st February 2018
The session began with an overview of how Blackboard Tests and Quizzes can enhance your Blackboard site and help you to evaluate learning, encourage self-assessment and gauge student progress.
Included in the webinar was a demonstration, from both the instructor and student perspective, of a pre-built quiz with questions including examples of multiple choice, jumbled sentence, hot spot, matching, multiple answer, fill the blank, opinion scale, ordering and true/false. We then looked at completion of the test, instant feedback the student received and how staff can support/feedback through grade centre.
We then moved on to build an example in Blackboard of how to create a test, add questions and deploy to your students. This information is available to help you create your own in our guide to Blackboard Tests and Quizzes.
The session ended with a demonstration of how you can easily transform Word documents containing questions into Blackboard readable text and import into Blackboard.
Anyone interested in using this functionality is encouraged to contact email@example.com.
This session looks at ways to streamline and standardise aspects of the assessment/feedback cycle. It takes a programme/level approach to ensure consistency across and between module teams. This is followed by ways to create assessment criteria and introduces rubrics. These will be discussed in more detail in a future webinar.
The session moves on and discusses managing the assessment process for students and then for academic staff. A few suggestions concerning Academic integrity follow, introducing essay mills and bespoke ‘ghost writers’.
The concluding slide provides links to the University regulations and the level and grade descriptors.