Moodlerooms Enterprise Upgrade Process | Shirley Li (Macquarie University) & Lynley Clark (Blackboard) | TLCANZ17

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Macquarie University has recently upgraded their Moodle to Version 3.1 in collaboration with Blackboard. In this presentation Macquarie University's Project Manager, Shirley Li will discuss the implementation of the upgrade and cover some of the lessons they learnt over the 9-month project. Lynley Clark - Project Manager from Blackboard will discuss the processes taken from a project management point of view. We will also introduce a new Project Management platform called Teamwork that will be a shared collaborative space that will be used in all future upgrade projects to with Blackboard.

Bildung

Moodlerooms
Enterprise Upgrade
Process
Shirley Li Macquarie University
Lynley Clark Blackboard

33
Moodle 3.1 Upgrade June 2016 – March 2017
Proposal
Review
(June)
Project
Kick-off
(Sept)
Testing
(Sept –
Jan 2017)
Go-live
(3 Feb
2017)
Post Upgrade
Release &
Review
(Feb – Mar
2017)
Initiation Planning Implementation Monitoring

55
Project Team
• Project Manager
• Technical Lead
• Testing Team Lead
• Testers: Helpdesk Support, Learning Designers,
System Administrators
• Communication Lead
• Training Coordinator
• Stakeholders: Central IT and Faculty Learning
Designers
• External: Blackboard Project Team

66
Testing
• Interim Test, Stage & Production
• 450 test cases, 50 categories
– Activities
– Gradebook
– Plugins
– Theme

77
Testing (continued)
• Test instructions and FAQ
• Process to report, track and escalate issues
• Weekly update of status

1010
Communication
Unit Convenors
L&T Blog
Emails
Blackboard
Team
Meetings
Emails
Macquarie
Team
Meetings
Wiki
JIRA
Students
Announcement

1111
Support to Unit Convenors
• Drop-in Clinic
• Online resources

Lynley Clark
Blackboard Senior Project Manager

2020
Process and tasks
• Initiation phase
• Phase 1 – Testing and incremental
fixes
Initiation
Testing
and
fixes
Catchup
development
Go live
Project
Closure

2121
Process and tasks
• Phase 2 – Catchup development
• Phase 3 – Go Live
• Phase 4 – Project Closure
Initiation
Testing
and fixes
Catchup
DevGo live
Project
Closure

2222
Teamwork overview
Project management site
• Tasks
• Milestones
• Messages
• Files
• Notebooks
• Risk register
• People management
• roles

Moodlerooms Enterprise Upgrade Process | Shirley Li (Macquarie University) & Lynley Clark (Blackboard) | TLCANZ17

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Blackboard APAC

In 1999, while on a visit to Deerfield Academy in MA USA, I first saw Blackboard. Upon returning to Geelong Grammar School, I oversaw one of the first K-12 Bb installations in Australia. In 2007 as Head of Digital Learning at St Hilda's School on the Gold Coast, I again oversaw a move to the Blackboard LMS. We were then the first K-12 school to move to a fully hosted environment, and now we are the first to move to Ultra. A lot has changed, and a lot of fundamentals remain the same. This session is a look at the sequence of events that has led to us being where we are today. The migration to Ultra will also be discussed.

From Bb Learn to Mobile to Ultra - The history of online learning at St Hilda...

Blackboard APAC

Blackboard online tests are powerful, with multiple settings and multiple question types. So often test are created with only two question types - multiple choice and short answer - with the majority testing recall only. Academics are often confused or simply unaware of all the settings and steps in administering tests. We present a tool developed to: engage academics with the full range of automatically marking question types; explain how to create higher order thinking questions; and expose them to the full workflow of online test capabilities. This tool can be used in a class or as self-directed learning. Finally we share statistics and feedback on its success and a tricky method for enticing busy academics to fully engage in a class for two hours.

Online Tests: Filling in the Gaps | Mary-Ann Shuker & Dr Suzzanne Owen - Grif...

Blackboard APAC

Assessment and Feedback is a focus at our institution, with an emphasis on providing high quality feedback to our students in a timely manner. Students are often intrinsically motivated to seek feedback that will help them engage with their subject (Higgins, et. al., 2002) and while feedback has been available and is valued, Weaver (2006) has indicated that adding comments could be more helpful. To address these requests, we have focused on implementing Assessment and Feedback project with the introduction of Turnitin Feedback Studio across a number of courses at the College. The two main reasons for the shift to Turnitin are: 1.) To increase student engagement by giving them more in depth and relevant feedback on their assessments, and 2.) Simplify and streamline teacher’s marking and workload. By moving to Feedback Studio, we were able to continue to provide students access to rubrics and general comments, while significantly improving feedback by introducing overall verbal feedback and multiple different types of annotations. These annotations range from highlighting a common mistake to providing web links to resources that help students improve, for example, a website detailing the correct way to reference an assignment. With a mix of: Rubrics, comments, written summations, verbal feedback, strikethrough, inline text and quickmarks providing links to resources, we have found that the students are being provided with extremely rich feedback that is very easy to process due to a smart, simple layout. Moreover, students also have access to Feedback Studio’s originality and similarity reports. We encourage academic staff to allow students access to this feature for drafting and learning purposes. This empowers them to improve their referencing and paraphrasing skills without having to contact teaching staff. Teaching and marking staff are also experiencing the benefit of this system. Despite the increase in feedback to students, the marking process has become more streamlined, with easy to use rubrics, drag and drop annotations and one-click verbal feedback helping to facilitate more efficient marking. This session will detail the benefits outlined above and explain how the students and staff have embraced these changes.

Improving Assessment and Feedback | Paul Hellwage - Monash College | TLCANZ17

Blackboard APAC

Game on! | Mark Bailye & Nicole Wall - Blackboard | TLCANZ17

Blackboard APAC

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