1. Blackboard Developments • Use of the VLE to support the University’s • e-learning needs rather than Blackboard specifically Gary Clay (g.m.clay@staffs.ac.uk) – Learning Development Manager Information Services

2. So why not simply concentrate on the technology? • In order to deliver (e-)learning – don’t focus solely on the technology but see the technology as a means to an end i.e. to support the thing that students come to your college for – no its not content – that’s freely available e.g. via the Web. • No it’s the accreditation they obtain, and what the experience of being a student adds to their lives – this means its essential to look both at the technology being used to deliver their learning and also at the processes which support it.

3. Items to be covered • Introduction to Staffordshire University • Extent of e-learning • Relevant technologies • Work on Process (Improvement) • Innovation

4. 1. Staffordshire University – Educational Structure • 6 main Academic Faculties • Arts, Media and Design; • Business “School” • Computing, Engineering and Technology • Health • “School of” Law • Sciences • + others e.g. ADI

5. 2. Extent of e-learning Move from all Faculties to increase exposure to e-learning e.g. FCET – all modules to have a Blackboard prescience already – AMD moving that way. • Distance learners • Collaborations • Staffs Uni Regional Federation (SURF) • Franchised courses e.g. Asia / Indian Ocean Institutions • Schools (for Educational Development) • As of 11th December - 18084 users; 1781 courses

6. 3. Relevant technologies • VLEs • COSE (In-house development 1995-) • Lotus Learning Space (1997 – 2002 RIP) • Blackboard (Selected in 2000 to replace above) • Moodle (deliberately in small type - don’t like to mention this one but it is used either when the Blackboard licence just isn’t quite flexible enough or by those Academics who try to by-pass enrolment processes) • Enrolment System – Thesis+ • + e.g. software to create / provide content, etc • ++ in early 2007 – work starting to install a content repository – Harvest Road HIVE

7. Technology - Blackboard Timeline • Key dates • 1998 – Roll out of VLEs (LLS) at Staffs • 2000 / 2001 – LLS too expensive – hello Blackboard 5 (Level 1 - Basic) (Phase 0) • 2005 – need to upgrade to Bb 6 as Blackboard drop support for version 5. (Phase 1) • Today - running Enterprise edition 6.2.3.23 • Summer 2007 - Upgrade to ???? (Blackboard Upgrade Project / Blackboard Operations Group)

8. Phase 2 project - Objective • To enable and underpin [use of Blackboard] via the effective development, management, understanding and promotion of the Blackboard VLE to ensure its potential to support learning and teaching is fully realised. • 3 stages (upgrade path, procedures / processes, embedding via innovation.)

9. Stage 1 – Upgrade Path • System upgrade path – A report, providing analysis of available, unimplemented upgrades, and taking account of relevant impacts and constraints to recommend which version the Blackboard software should be upgraded to. Additionally the report will provide guidance to the team carrying out the upgrade regarding scheduling and aspects of the upgrade affecting the capability of the VLE to fulfil its function

10. - Stage 2 – Procedures / Processes to underpin • In particular… • Management and Administration of the Blackboard VLE – policies, process and / or procedures covering the following: • Service availability, backup and recovery • User roles and associated privileges • ‘Tidying–up’ of Blackboard files (i.e. deleting unnecessary files; ensuring that necessary files are well organised) to ensure the efficient operation of the VLE [and its underlying server]

11. Stage 3 –Embedding via Innovation • Understanding the potential of the Blackboard VLE to support Learning and Teaching - The report should provide recommendations to the Heads of eLearning and IS SMT for the promotion, use and support (including support information) of the features highlighted; and include recommendations on initial course set-up options

12. 4. Work on Process (Improvement) • Stage 2 is about processes • Effective (E-)Learning is Underpinned by effective processes – e-learning vs e-support, • Roadmap for e-learning, • QA process, • Integrative approach • QI

13. How many times have you heard… • “Blackboard isn’t working” – “why?” – “well some of my students can’t access it.” • The fact is Blackboard is working – it’s the underlying processes which e.g. enable students to gain access to it which aren’t – the point is those processes have had shortcomings since day 1 – it’s the introduction of VLEs that focus the minds of the academic or learner on the issue and the change has been Blackboard, so that must be the flaw.

14. Course Naming Convention is one example • A typical course would be named :History of Film Technology : CE00075-1-030107-070407 • History of Film Technology - Module Name • CE00075-1 - Module Code • 030107 - start date for this cohort • 070407 - end date for this cohort • Rationale - need to allow flexible enrolment and also retain access beyond the end of the module

15. 5. Innovation • Stage 3 is about innovation

16. The present • use at a level that means it is becoming mainstream (if not already mainstream) • BUT – to avoid stagnation or something little better than a notes dump we need to encourage use of the product that is “innovative yet pedagogically sound” •  starting to look at Web 2.0 options (Wiki’s, Blogs, etc)

17. Other Worthwhile Notices • http://www.staffs.ac.uk/COSE/SURFWBL/welcome.htm • Sharing Models of Good Practice in E-learning 31 January 2007 h.walmsley@staffs.ac.uk • Thank you – g.m.clay@staffs.ac.uk