#LJMUTLC16 From Blackboard to Brightspace: developing online learning spaces to foster increased student engagement and deeper learning
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From Blackboard to Brightspace: developing online learning spaces to foster increased student engagement and deeper learning Presented by Dan Robinson, Will Moindrot and Alex Spiers Since 1898, the Liverpool School of Tropical Medicine has provided world-leading research and education in health and tropical medicine. But our journey has only just begun. After LSTM was awarded Higher Education Institute status in 2013 a period of extensive institutional change has taken place. It was during this period of change that LSTM undertook an ambitious project of implementing a full suite of new tools to support learning and teaching, at the core of which was a new VLE ‘Brightspace’. This presented challenges but also opportunities to design and shape the learning environment to the needs of our diverse students and exploit new techniques to develop regular engagement leading to deeper learning. This presentation will demonstrate how the selection, design and delivery of technologies have nurtured an enhanced learning experience for staff and students at the school.
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#LJMUTLC16 From Blackboard to Brightspace: developing online learning spaces to foster increased student engagement and deeper learning
- 1. From Blackboard to Brightspace: developing online learning spaces to foster increased student engagement and deeper learning Dan Robinson, Will Moindrot (Liverpool School of Tropical Medicine); Alex Spiers (University of Liverpool)
- 2. Who are we? • Established in 1898 • The first institution in the world dedicated to research and teaching in tropical medicine • Heavy research focus – £300m portfolio • 600 students worldwide, 68 countries • Postgraduate, professional courses, short courses
- 3. Sir Ronald Ross, 1st British winner of Nobel Prize, for discovery of transmission of malaria by mosquito Founder Sir Alfred Jones, Liverpool ship owner, £350 in 1898 Dagnall Laboratory, still in use today Venom extraction at LSTM herpetarium School at turn of century Our emblem, which is now embodied in our logo Current work includes: Impregnated Bednet trials, Zika virus forum, Serious Gaming
- 4. Background to change • Historically systems and support provided by University of Liverpool • Recognition in 2013 following HEI status LSTM would need it’s own systems • 2013/14 Review of school requirements and evaluation of VLEs • 2014/15 Implementation: configuration and integration • December 2014 first pilot course in BrightSpace • Full rollout September 2015
- 5. Institutional Challenges • Catering for a diverse student population • Managing the user experience of different types of students • Developing systems for future requirements • Integrating with an immature IT infrastructure • Integrating with a SIS which was in development • Sharing of good practice
- 6. Requirements Non teaching spaces • Student and staff community spaces • Programme homepages Early access to systems - Pre course engagement with students • Managed via the SIS Personalised user experience • Use of multiple staff and student roles Staff access to all courses • Use of ‘observer’ role Integrations • SSO • LTI • SIS Visual appeal
- 8. Use of roles to enable a personalised experience. “Observer role” Welcome widget
- 9. Integration with Zopim (live client)
- 11. Current Clinical Challenges in Tropical Medicine (Trop 938) • 3 months, 1st Semester • 16 students • 10 topics (HIV, TB, …) • For each topic, clinical case scenarios with questions released via Brightspace 5 days in advance to complete prior to contact time
- 15. Summary stats by topics Overal Median (IQR) per topic Min Max Cases scenarios 43 5 (3, 5) 1 7 Questions 221 23 (19, 28) 3 34 Posts 2338 246 (169, 317) 34 353 Post Expected 3536 368 (308, 444) 48 544
- 16. 88% 84% 110% 61% 64% 73% 58% 51% 71% 36% 0% 20% 40% 60% 80% 100% 120% HIV TB DIARRHOEA RESP HEALTH MALARIA NEUROLOGY MNH NTD ANAEMIA NCD 1 2 3 4 5 6 7 8 9 10 POSTED/EXPECTED THREADS OVER THE TIME OF THE MODULE Posted/expected threads
- 17. Summary stats by students Overal Median (IQR) per student Min Max Responses Posted 2300 (16 students) 142 (115, 179) 53 221 Reads of others posts 503 (13 students) 13 (6, 37) 0 158 Replies 63 (10 students) 1 (0, 7) 0 17 Average mark in % (exam 1 + 2) 80 (76, 84) 65 95
- 18. Photo by Marc Wathieu - Creative Commons Attribution-NonCommercial License https://www.flickr.com/photos/88133570@N00
- 19. Photo by Marc Wathieu - Creative Commons Attribution-NonCommercial License https://www.flickr.com/photos/88133570@N00
- 20. Photo by Marc Wathieu - Creative Commons Attribution-NonCommercial License https://www.flickr.com/photos/88133570@N00
- 21. Photo by Marc Wathieu - Creative Commons Attribution-NonCommercial License https://www.flickr.com/photos/88133570@N00
- 22. The future • Continuous delivery - eek! • Developing approaches to support off campus delivery • Promotion of the Learning Object Repository • Timetable integration • Revisit navigation + design in light of student and staff feedback
Hinweis der Redaktion
- Moodle Blackboard Canvas Pebblepad Brightspace
- Ensuring design catered for future requirements
- Granularity of Blackboard implementation Poor user experience of gaining access Multiple usernames and passwords Inability of gaining early access Lack of social spaces Where did we focus our attention? Functionality Usability Simple navigation and page construction Integrations with other systems Single sign on of all tools Look and feel Integrations Turnitin Panopto SIS Zopim
- By using the new functionality afforded us within the Bright space platform we were able to radically transform the previous years approach to case studies, with the expectation that this would be a positive change in terms of learning gains but also have some efficiencies in using the new VLE
- So lets have a look at what we did
- Each of the case studies were redeveloped using the Bright space discussion board tool. They were set up using Bright space Discussion forums and the Post First Functionality. Each case was presented in Office 365 for the students to read and then there were 5-7 question threads posted in the discussion board for each of the students to answer. Crucially, the students couldn’t see each others responses to the questions UNTIL they had posted the board themselves. The expectation being that this would encourage participation as there would be key information in the board that could only be accessed by contributing This approach would also minimise the amount of coasting – which we suspect happened n previous years
- No topic with cases remained uncommented No case and no question remained unanswered The proportion acually posted threads/ maximum expected most interesting. Two thirds of opportunities to post a thread were taken by students. How does this look over time of the module?
- Expected= maximum engagement: every students posts a thread to every question of every case for each topic Issue Diarroea < 100%, why? Single students posted a thread more than once to one question (otherwise this was disallowed) Getting tired? There is an overall decline in engagement
- Now we are looking at the use of the DB by students All 16 posted threads 13 read others‘ contributions, 3 did not read others‘ Only 10 replied Not all functionalities of DBs are used Very good marks NB: only 2300 posted threads included