4th Durham BB Users Conference

Thomas Jepsen , Wimba
Wimba Voice Software

Alex Stearn, University of Durham
Library, academic and learning technology collaboration

Stuart Hepplestone, Sheffield Hallam University
Supporting the growing use of Blackboard tests

Victoria Boyd, University of Durham
Project ALERT: Accessibility in Learning Environments and Related Technologies

Malcolm Bell, University of Northumbria
Northumbria’s customisation

Peter Rayment, Peninsula Medical School
Use of Blackboard within the Peninsula Medical School moving from version 5 basic to version 6 learning system portal and PBL content

Val Tranmer , University of Wales, Bangor
Experience of using LS ver. 6 – particularly through the dual medium of Welsh, with attendant staff development etc issues

Derek Harding, University of Teeside
Complementary Practice in designing for Blackboard Delivery

A computer lab is also booked for those who wish to get together in special interest groups, eg building blocks, medicine.

Richard Parsons, Margaret Adamson and David Walker, University of Dundee
A Snapshot in Time (Ensuring VLE user flexibility while utilising the advantages of central snapshot data feeds)
A central data feed is an essential component of a deployment of an enterprise Blackboard system. However this can bring inflexibility and make essential updates by the VLE team a cumbersome activity involving a number of departments. This approach can inhibit the flexible demands that learning and teaching innovations sometimes require, such as CAA systems that require a student to be immediately enrolled on a module. We will describe the system developed at the University of Dundee that combines a central feed of student data and enrolments with a web-based system that allows immediate updates in the staff and student record. Blackboard provides the ability to use a range of Data Source Keys that provide a fine level of customisation. This approach is not for the faint hearted. The VLE administrators can create a system that is easy to use for students and staff, but it becomes a reasonably complex system to allow this flexibility.

Mark Arts, University of Maastricht
Beyond the Courses: Using the Portal, Organizations and Student Information System to Provide Tailored information
At the Faculty of Economics and Business Administration of Universiteit Maastricht, besides the courses, all study guides, course descriptions, results of course evaluations, etc. have moved from a student intranet into BB6. The Portal functionality, organizations and a link between the student information system and BB are used to target specific groups of students with tailored information.
Maastricht have also been a beta site for Blackboard Content System – hear the inside experience!

Malcolm Murray, University of Durham
Building Course Tools
Using Building Blocks, it is possible to extend the functionality of Blackboard enormously. This session will show several examples of bespoke course tools developed in Durham which handle administrative tasks and deliver tailored learning resources from external databases, all working within Blackboard.

Kate Boardman, University of Durham
Chalking up Success
Does 1+2=3? At the European Users Conference, I presented a ‘potentially controversial transactional method of motivating student engagement’. How do you ‘value’ items and interactions? A review of the principle of a transactional method; its advantages and disadvantages; the different dimensions needing to be considered; and the collaborative findings from the different institutions in Europe who took part in extended online discussion of the topic.

Andy Ramsden, University of Bristol
How do I enhance the student experience of using Blackboard?
This session will attempt to answer the question of enhancing the student experience of using Blackboard by applying the experiences of courses at the University of Bristol and other Institutions. The outcome will be a good practice checklist. The discussion will identify that part of the answer is through applying good practice with respect to usability, while the other part focuses of designing your course to meet your educational objectives. The recommendations will include managing expectations, succinctly explaining the course objectives, the appropriate use of instructional information and accounting for student needs. Planned within the session is the opportunity for the audience to contribute from the perspective of their institutions and experiences.

Liz Aspden, Sheffield Hallam University
Ten things NOT to do with Blackboard
Qualitative, student-centred data, collected as part of Sheffield Hallam University’s e-learning@shu Project, has been used to develop a series of practical design principles for Blackboard instructors. The project’s main aim is to encourage appropriate use of technology to enhance the student experience, and one element of its work is the campus-wide implementation of Blackboard. Ongoing evaluation looks at whether Blackboard can add value to the student experience. It has so far concentrated on generating qualitative data through a series of student-centred interview/observations and diary/interviews. One way in which the data is being used is the development of elements of good practice in Blackboard course design – or ‘Ten things not to do with Blackboard’. This session will share the guidance and its development with the wider Blackboard community.