�ݺ�ߣshows by User: bbpresentations

�ݺ�ߣshows by User: bbpresentations / http://www.slideshare.net/images/logo.gif �ݺ�ߣshows by User: bbpresentations / Fri, 29 Sep 2017 00:38:17 GMT �ݺ�ߣShare feed for �ݺ�ߣshows by User: bbpresentations Workshop: Setting the Foundations for an Iterative Course Evolution Model – A Practical Guide to Exemplary Course Design | Alex Wu - Blackboard | TLCANZ17 /slideshow/workshop-setting-the-foundations-for-an-iterative-course-evolution-model-a-practical-guide-to-exemplary-course-design-alex-wu-blackboard-tlcanz17/80273906 tlcanz2017iterativecourseevolutionmodelworkshop-public-170929003817
Elements of exemplary course design are well documented and readily accessible from various resources. Most notable are the Blackboard Exemplary Course Program (http://bit.ly/2jCURRd) and the Quality Matters Rubrics and Standards (http://bit.ly/2jdtwTG). While these are excellent resources that outlines the goals and standards to improve the learning experience of students in an online or blended course environment, workload associated with its deployment and management is difficult to evaluate. With increasing strain on teaching and learning support teams within institutions, this exacerbates the challenge faced by instructors and academics of HOW to approach improving their courses in a scalable and manageable way. This workshop will focus on facilitating participants in the development of a course evolution and management framework. The goal is to guide participants in establishing a unique set of foundations for course design, upon which iterative improvements can be planned and executed in a manageable manner. These can then be mapped against relevant Exemplary Course Design Rubric elements to create short-, mid-, and long-term milestones.]]>
Elements of exemplary course design are well documented and readily accessible from various resources. Most notable are the Blackboard Exemplary Course Program (http://bit.ly/2jCURRd) and the Quality Matters Rubrics and Standards (http://bit.ly/2jdtwTG). While these are excellent resources that outlines the goals and standards to improve the learning experience of students in an online or blended course environment, workload associated with its deployment and management is difficult to evaluate. With increasing strain on teaching and learning support teams within institutions, this exacerbates the challenge faced by instructors and academics of HOW to approach improving their courses in a scalable and manageable way. This workshop will focus on facilitating participants in the development of a course evolution and management framework. The goal is to guide participants in establishing a unique set of foundations for course design, upon which iterative improvements can be planned and executed in a manageable manner. These can then be mapped against relevant Exemplary Course Design Rubric elements to create short-, mid-, and long-term milestones.]]> Fri, 29 Sep 2017 00:38:17 GMT /slideshow/workshop-setting-the-foundations-for-an-iterative-course-evolution-model-a-practical-guide-to-exemplary-course-design-alex-wu-blackboard-tlcanz17/80273906 bbpresentations@slideshare.net(bbpresentations) Workshop: Setting the Foundations for an Iterative Course Evolution Model – A Practical Guide to Exemplary Course Design | Alex Wu - Blackboard | TLCANZ17 bbpresentations Elements of exemplary course design are well documented and readily accessible from various resources. Most notable are the Blackboard Exemplary Course Program (http://bit.ly/2jCURRd) and the Quality Matters Rubrics and Standards (http://bit.ly/2jdtwTG). While these are excellent resources that outlines the goals and standards to improve the learning experience of students in an online or blended course environment, workload associated with its deployment and management is difficult to evaluate. With increasing strain on teaching and learning support teams within institutions, this exacerbates the challenge faced by instructors and academics of HOW to approach improving their courses in a scalable and manageable way. This workshop will focus on facilitating participants in the development of a course evolution and management framework. The goal is to guide participants in establishing a unique set of foundations for course design, upon which iterative improvements can be planned and executed in a manageable manner. These can then be mapped against relevant Exemplary Course Design Rubric elements to create short-, mid-, and long-term milestones. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/tlcanz2017iterativecourseevolutionmodelworkshop-public-170929003817-thumbnail.jpg?width=120&height=120&fit=bounds" /> Elements of exemplary course design are well documented and readily accessible from various resources. Most notable are the Blackboard Exemplary Course Program (http://bit.ly/2jCURRd) and the Quality Matters Rubrics and Standards (http://bit.ly/2jdtwTG). While these are excellent resources that outlines the goals and standards to improve the learning experience of students in an online or blended course environment, workload associated with its deployment and management is difficult to evaluate. With increasing strain on teaching and learning support teams within institutions, this exacerbates the challenge faced by instructors and academics of HOW to approach improving their courses in a scalable and manageable way. This workshop will focus on facilitating participants in the development of a course evolution and management framework. The goal is to guide participants in establishing a unique set of foundations for course design, upon which iterative improvements can be planned and executed in a manageable manner. These can then be mapped against relevant Exemplary Course Design Rubric elements to create short-, mid-, and long-term milestones.

Workshop: Setting the Foundations for an Iterative Course Evolution Model – A Practical Guide to Exemplary Course Design | Alex Wu - Blackboard | TLCANZ17 from Blackboard APAC

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0 Wow! That’s a great use of Blackboard Collaborate | Mark Bailye & Foong Yee Leong - Blackboard | TLCANZ17 /slideshow/wow-thats-a-great-use-of-blackboard-collaborate-mark-bailye-foong-yee-leong-blackboard-tlcanz17/80035536 tlcanz17wowpresentersall-170921233359
It is evident that Blackboard Collaborate is being used creatively and effectively in many institutions where it is having a positive impact on the learning and teaching experience. This session provides an opportunity for Blackboard Collaborate users to showcase how they have used it to make a difference]]>
It is evident that Blackboard Collaborate is being used creatively and effectively in many institutions where it is having a positive impact on the learning and teaching experience. This session provides an opportunity for Blackboard Collaborate users to showcase how they have used it to make a difference]]> Thu, 21 Sep 2017 23:33:59 GMT /slideshow/wow-thats-a-great-use-of-blackboard-collaborate-mark-bailye-foong-yee-leong-blackboard-tlcanz17/80035536 bbpresentations@slideshare.net(bbpresentations) Wow! That’s a great use of Blackboard Collaborate | Mark Bailye & Foong Yee Leong - Blackboard | TLCANZ17 bbpresentations It is evident that Blackboard Collaborate is being used creatively and effectively in many institutions where it is having a positive impact on the learning and teaching experience. This session provides an opportunity for Blackboard Collaborate users to showcase how they have used it to make a difference <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/tlcanz17wowpresentersall-170921233359-thumbnail.jpg?width=120&height=120&fit=bounds" /> It is evident that Blackboard Collaborate is being used creatively and effectively in many institutions where it is having a positive impact on the learning and teaching experience. This session provides an opportunity for Blackboard Collaborate users to showcase how they have used it to make a difference

Wow! That’s a great use of Blackboard Collaborate | Mark Bailye & Foong Yee Leong - Blackboard | TLCANZ17 from Blackboard APAC

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0 Truly Inclusive Learning: Bringing Accessibility to Everyone | Foong Yee Leong - Blackboard | TLCANZ17 /slideshow/truly-inclusive-learning-bringing-accessibility-to-everyone-foong-yee-leong-blackboard/80003162 tlcanz17mainconfallyplevin-170921040909
Introducing Blackboard Ally, Blackboard’s newest innovation that focuses on making digital course content more accessible. It helps institutions gain detailed insight into the accessibility of their course content, provides guidance to teachers on how to improve the accessibility of their content, and automatically provides students with a range of more accessible alternative formats.]]>
Introducing Blackboard Ally, Blackboard’s newest innovation that focuses on making digital course content more accessible. It helps institutions gain detailed insight into the accessibility of their course content, provides guidance to teachers on how to improve the accessibility of their content, and automatically provides students with a range of more accessible alternative formats.]]> Thu, 21 Sep 2017 04:09:09 GMT /slideshow/truly-inclusive-learning-bringing-accessibility-to-everyone-foong-yee-leong-blackboard/80003162 bbpresentations@slideshare.net(bbpresentations) Truly Inclusive Learning: Bringing Accessibility to Everyone | Foong Yee Leong - Blackboard | TLCANZ17 bbpresentations Introducing Blackboard Ally, Blackboard’s newest innovation that focuses on making digital course content more accessible. It helps institutions gain detailed insight into the accessibility of their course content, provides guidance to teachers on how to improve the accessibility of their content, and automatically provides students with a range of more accessible alternative formats. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/tlcanz17mainconfallyplevin-170921040909-thumbnail.jpg?width=120&height=120&fit=bounds" /> Introducing Blackboard Ally, Blackboard’s newest innovation that focuses on making digital course content more accessible. It helps institutions gain detailed insight into the accessibility of their course content, provides guidance to teachers on how to improve the accessibility of their content, and automatically provides students with a range of more accessible alternative formats.

Truly Inclusive Learning: Bringing Accessibility to Everyone | Foong Yee Leong - Blackboard | TLCANZ17 from Blackboard APAC

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0 Delivering Student Retention & Success with Predictive Analytics | Nicole Wall - Blackboard | TLCANZ17 /slideshow/delivering-student-retention-success-with-predictive-analytics-nicole-wall-blackboard/80002392 predictwebinar2017-170921032114
Predictive analytics has been a hot topic recently as there have been many controversial questions asked if it will negatively impact students with a discouraging prediction. The power of predictive analytics in education isn’t determining a student’s future in advance. It’s helping shape positive outcomes while there is still time to act. With large class sizes and growing advisor to student ratios, identifying students in need of help can be a difficult challenge. Instructors can see current grades or whether students complete assignments on time, but this limited view does not capture the students who might be likely to struggle later in the semester even though they are doing fine now. Nicole will share about how institutions can forecast student success and struggles in their learning and how you can run a cutting-edge way of leveraging data with timely interventions offers a potentially powerful mechanism of students identification at the point and time of failure, before it is too late, and offering them strategies to overcome failures.]]>
Predictive analytics has been a hot topic recently as there have been many controversial questions asked if it will negatively impact students with a discouraging prediction. The power of predictive analytics in education isn’t determining a student’s future in advance. It’s helping shape positive outcomes while there is still time to act. With large class sizes and growing advisor to student ratios, identifying students in need of help can be a difficult challenge. Instructors can see current grades or whether students complete assignments on time, but this limited view does not capture the students who might be likely to struggle later in the semester even though they are doing fine now. Nicole will share about how institutions can forecast student success and struggles in their learning and how you can run a cutting-edge way of leveraging data with timely interventions offers a potentially powerful mechanism of students identification at the point and time of failure, before it is too late, and offering them strategies to overcome failures.]]> Thu, 21 Sep 2017 03:21:14 GMT /slideshow/delivering-student-retention-success-with-predictive-analytics-nicole-wall-blackboard/80002392 bbpresentations@slideshare.net(bbpresentations) Delivering Student Retention & Success with Predictive Analytics | Nicole Wall - Blackboard | TLCANZ17 bbpresentations Predictive analytics has been a hot topic recently as there have been many controversial questions asked if it will negatively impact students with a discouraging prediction. The power of predictive analytics in education isn’t determining a student’s future in advance. It’s helping shape positive outcomes while there is still time to act. With large class sizes and growing advisor to student ratios, identifying students in need of help can be a difficult challenge. Instructors can see current grades or whether students complete assignments on time, but this limited view does not capture the students who might be likely to struggle later in the semester even though they are doing fine now. Nicole will share about how institutions can forecast student success and struggles in their learning and how you can run a cutting-edge way of leveraging data with timely interventions offers a potentially powerful mechanism of students identification at the point and time of failure, before it is too late, and offering them strategies to overcome failures. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/predictwebinar2017-170921032114-thumbnail.jpg?width=120&height=120&fit=bounds" /> Predictive analytics has been a hot topic recently as there have been many controversial questions asked if it will negatively impact students with a discouraging prediction. The power of predictive analytics in education isn’t determining a student’s future in advance. It’s helping shape positive outcomes while there is still time to act. With large class sizes and growing advisor to student ratios, identifying students in need of help can be a difficult challenge. Instructors can see current grades or whether students complete assignments on time, but this limited view does not capture the students who might be likely to struggle later in the semester even though they are doing fine now. Nicole will share about how institutions can forecast student success and struggles in their learning and how you can run a cutting-edge way of leveraging data with timely interventions offers a potentially powerful mechanism of students identification at the point and time of failure, before it is too late, and offering them strategies to overcome failures.

Delivering Student Retention & Success with Predictive Analytics | Nicole Wall - Blackboard | TLCANZ17 from Blackboard APAC

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0 Efficiency in teaching using these 5 Moodlerooms tools and tips | Grant Beevers - Blackboard | TLCANZ17 /slideshow/efficiency-in-teaching-using-these-5-moodlerooms-tools-and-tips-grant-beevers-blackboard/80002070 efficiencyinteachingusingthese5moodleroomstoolsandtips-beevers-170921030430
Leave the administration burden behind and focus on great teaching. We’ll cover how you can get grading done faster, automate tasks and notifications, and generate awesome reporting, among others.]]>
Leave the administration burden behind and focus on great teaching. We’ll cover how you can get grading done faster, automate tasks and notifications, and generate awesome reporting, among others.]]> Thu, 21 Sep 2017 03:04:29 GMT /slideshow/efficiency-in-teaching-using-these-5-moodlerooms-tools-and-tips-grant-beevers-blackboard/80002070 bbpresentations@slideshare.net(bbpresentations) Efficiency in teaching using these 5 Moodlerooms tools and tips | Grant Beevers - Blackboard | TLCANZ17 bbpresentations Leave the administration burden behind and focus on great teaching. We’ll cover how you can get grading done faster, automate tasks and notifications, and generate awesome reporting, among others. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/efficiencyinteachingusingthese5moodleroomstoolsandtips-beevers-170921030430-thumbnail.jpg?width=120&height=120&fit=bounds" /> Leave the administration burden behind and focus on great teaching. We’ll cover how you can get grading done faster, automate tasks and notifications, and generate awesome reporting, among others.

Efficiency in teaching using these 5 Moodlerooms tools and tips | Grant Beevers - Blackboard | TLCANZ17 from Blackboard APAC

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0 Blackboard Opening Keynote | Katie Blot - Blackboard | TLCANZ17 /slideshow/blackboard-opening-keynote-tlcanz17-katie-blot-blackboard/80002061 alf17katieblot-respondingtochangeineducationwithedtech-170921030356
Blackboard’s annual gathering of leading educators from Australia and New Zealand to discuss the future of learning and opportunities for higher education. Katie is deeply committed to leveraging Blackboard’s innovative technologies and services in order to partner with the global education community and enable student and institutional success. Blackboard’s core values of integrity, excellence, innovation and accountability resonate deeply with Katie.]]>
Blackboard’s annual gathering of leading educators from Australia and New Zealand to discuss the future of learning and opportunities for higher education. Katie is deeply committed to leveraging Blackboard’s innovative technologies and services in order to partner with the global education community and enable student and institutional success. Blackboard’s core values of integrity, excellence, innovation and accountability resonate deeply with Katie.]]> Thu, 21 Sep 2017 03:03:56 GMT /slideshow/blackboard-opening-keynote-tlcanz17-katie-blot-blackboard/80002061 bbpresentations@slideshare.net(bbpresentations) Blackboard Opening Keynote | Katie Blot - Blackboard | TLCANZ17 bbpresentations Blackboard’s annual gathering of leading educators from Australia and New Zealand to discuss the future of learning and opportunities for higher education. Katie is deeply committed to leveraging Blackboard’s innovative technologies and services in order to partner with the global education community and enable student and institutional success. Blackboard’s core values of integrity, excellence, innovation and accountability resonate deeply with Katie. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/alf17katieblot-respondingtochangeineducationwithedtech-170921030356-thumbnail.jpg?width=120&height=120&fit=bounds" /> Blackboard’s annual gathering of leading educators from Australia and New Zealand to discuss the future of learning and opportunities for higher education. Katie is deeply committed to leveraging Blackboard’s innovative technologies and services in order to partner with the global education community and enable student and institutional success. Blackboard’s core values of integrity, excellence, innovation and accountability resonate deeply with Katie.

Blackboard Opening Keynote | Katie Blot - Blackboard | TLCANZ17 from Blackboard APAC

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0 Exploring your pathway to SaaS and Ultra | Glenn Philpott - Blackboard | TLCANZ17 /slideshow/exploring-your-pathway-to-saas-and-ultra-glenn-philpott-blackboard/79998131 tlcanz17saaspresentationv1-170920233713
Discussion-based workshop exploring the activities and steps for your journey to Blackboard Learn SaaS and Ultra experience]]>
Discussion-based workshop exploring the activities and steps for your journey to Blackboard Learn SaaS and Ultra experience]]> Wed, 20 Sep 2017 23:37:13 GMT /slideshow/exploring-your-pathway-to-saas-and-ultra-glenn-philpott-blackboard/79998131 bbpresentations@slideshare.net(bbpresentations) Exploring your pathway to SaaS and Ultra | Glenn Philpott - Blackboard | TLCANZ17 bbpresentations Discussion-based workshop exploring the activities and steps for your journey to Blackboard Learn SaaS and Ultra experience <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/tlcanz17saaspresentationv1-170920233713-thumbnail.jpg?width=120&height=120&fit=bounds" /> Discussion-based workshop exploring the activities and steps for your journey to Blackboard Learn SaaS and Ultra experience

Exploring your pathway to SaaS and Ultra | Glenn Philpott - Blackboard | TLCANZ17 from Blackboard APAC

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0 Redefining the concept of ‘face-to-face’ and online learning using the Collaborate Ultra | Dr Beata Webb & Alicia Vallero - Bond University | TLCANZ17 /bbpresentations/redefining-the-concept-of-facetoface-and-online-learning-using-the-collaborate-ultra-dr-beata-webb-alicia-vallero-bond-university 3-170920161126
First, this paper explores various concepts of the ‘face-to-face’ learning and teaching experience. It also challenges the current views of ‘face-to-face’ mode of content delivery as a feature limited to the physical classroom. This study is based on the use of the Collaborate Ultra for teaching in the postgraduate online TESOL (Teaching English to Speakers of Other Languages) programs at Bond University, Gold Coast, Australia. These online TESOL programs aim to deliver not just the subject content but also the ‘online face-to-face’ experience to university students. The project uses quantitative and qualitative research methods to analyse the effectiveness of the Collaborate Ultra platform in addressing the needs and expectations of the new learners. The research sample comprises data collected from teacher and student surveys and the Bond University teaching evaluation results. The ultimate objective of this project is to propose a new definition of ‘face-to-face’ as a feature also applicable to online learning and to emphasize the critical role of the Collaborate Ultra tools in making it possible.]]>
First, this paper explores various concepts of the ‘face-to-face’ learning and teaching experience. It also challenges the current views of ‘face-to-face’ mode of content delivery as a feature limited to the physical classroom. This study is based on the use of the Collaborate Ultra for teaching in the postgraduate online TESOL (Teaching English to Speakers of Other Languages) programs at Bond University, Gold Coast, Australia. These online TESOL programs aim to deliver not just the subject content but also the ‘online face-to-face’ experience to university students. The project uses quantitative and qualitative research methods to analyse the effectiveness of the Collaborate Ultra platform in addressing the needs and expectations of the new learners. The research sample comprises data collected from teacher and student surveys and the Bond University teaching evaluation results. The ultimate objective of this project is to propose a new definition of ‘face-to-face’ as a feature also applicable to online learning and to emphasize the critical role of the Collaborate Ultra tools in making it possible.]]> Wed, 20 Sep 2017 16:11:26 GMT /bbpresentations/redefining-the-concept-of-facetoface-and-online-learning-using-the-collaborate-ultra-dr-beata-webb-alicia-vallero-bond-university bbpresentations@slideshare.net(bbpresentations) Redefining the concept of ‘face-to-face’ and online learning using the Collaborate Ultra | Dr Beata Webb & Alicia Vallero - Bond University | TLCANZ17 bbpresentations First, this paper explores various concepts of the ‘face-to-face’ learning and teaching experience. It also challenges the current views of ‘face-to-face’ mode of content delivery as a feature limited to the physical classroom. This study is based on the use of the Collaborate Ultra for teaching in the postgraduate online TESOL (Teaching English to Speakers of Other Languages) programs at Bond University, Gold Coast, Australia. These online TESOL programs aim to deliver not just the subject content but also the ‘online face-to-face’ experience to university students. The project uses quantitative and qualitative research methods to analyse the effectiveness of the Collaborate Ultra platform in addressing the needs and expectations of the new learners. The research sample comprises data collected from teacher and student surveys and the Bond University teaching evaluation results. The ultimate objective of this project is to propose a new definition of ‘face-to-face’ as a feature also applicable to online learning and to emphasize the critical role of the Collaborate Ultra tools in making it possible. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/3-170920161126-thumbnail.jpg?width=120&height=120&fit=bounds" /> First, this paper explores various concepts of the ‘face-to-face’ learning and teaching experience. It also challenges the current views of ‘face-to-face’ mode of content delivery as a feature limited to the physical classroom. This study is based on the use of the Collaborate Ultra for teaching in the postgraduate online TESOL (Teaching English to Speakers of Other Languages) programs at Bond University, Gold Coast, Australia. These online TESOL programs aim to deliver not just the subject content but also the ‘online face-to-face’ experience to university students. The project uses quantitative and qualitative research methods to analyse the effectiveness of the Collaborate Ultra platform in addressing the needs and expectations of the new learners. The research sample comprises data collected from teacher and student surveys and the Bond University teaching evaluation results. The ultimate objective of this project is to propose a new definition of ‘face-to-face’ as a feature also applicable to online learning and to emphasize the critical role of the Collaborate Ultra tools in making it possible.

Redefining the concept of ‘face-to-face’ and online learning using the Collaborate Ultra | Dr Beata Webb & Alicia Vallero - Bond University | TLCANZ17 from Blackboard APAC

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0 Thinking it through: Choosing the right Blackboard tool for the job | Neville Unvalla & Jeremy Goh - University of Melbourne | TLCANZ17 /slideshow/thinking-it-through-choosing-the-right-blackboard-tool-for-the-job-neville-unvalla-jeremy-goh-university-of-melbourne/79985417 1100peninsulanevilleunvalla-170920160906
Blackboard Learn has many tools. How do you help academics to make the right choices? How do you validate that the choice you've made will be fit for purpose? In this session, we will be exploring a framework for tool choice for assessment across quizzes, assignments, journals, blogs and discussion boards in whole-class, group or individual contexts. We will also share best practices in the preparation and use of these tools.]]>
Blackboard Learn has many tools. How do you help academics to make the right choices? How do you validate that the choice you've made will be fit for purpose? In this session, we will be exploring a framework for tool choice for assessment across quizzes, assignments, journals, blogs and discussion boards in whole-class, group or individual contexts. We will also share best practices in the preparation and use of these tools.]]> Wed, 20 Sep 2017 16:09:06 GMT /slideshow/thinking-it-through-choosing-the-right-blackboard-tool-for-the-job-neville-unvalla-jeremy-goh-university-of-melbourne/79985417 bbpresentations@slideshare.net(bbpresentations) Thinking it through: Choosing the right Blackboard tool for the job | Neville Unvalla & Jeremy Goh - University of Melbourne | TLCANZ17 bbpresentations Blackboard Learn has many tools. How do you help academics to make the right choices? How do you validate that the choice you've made will be fit for purpose? In this session, we will be exploring a framework for tool choice for assessment across quizzes, assignments, journals, blogs and discussion boards in whole-class, group or individual contexts. We will also share best practices in the preparation and use of these tools. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/1100peninsulanevilleunvalla-170920160906-thumbnail.jpg?width=120&height=120&fit=bounds" /> Blackboard Learn has many tools. How do you help academics to make the right choices? How do you validate that the choice you've made will be fit for purpose? In this session, we will be exploring a framework for tool choice for assessment across quizzes, assignments, journals, blogs and discussion boards in whole-class, group or individual contexts. We will also share best practices in the preparation and use of these tools.

Thinking it through: Choosing the right Blackboard tool for the job | Neville Unvalla & Jeremy Goh - University of Melbourne | TLCANZ17 from Blackboard APAC

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0 Leveraging learning technologies to support Indigenous postgraduate students | Professor Adrian Miller - Charles Darwin University | TLCANZ17 /slideshow/leveraging-learning-technologies-to-support-indigenous-postgraduate-students-professor-adrian-miller-charles-darwin-university/79985342 9-170920160713
Professor Adrian Miller is the Pro Vice-Chancellor of Indigenous Leadership at Charles Darwin University. Prior to this role, he was the Academic Director of Indigenous Education and Research at Griffith University in Brisbane where he managed Indigenous education and research activities, and policy and strategy development and implementation. Professor Miller has made significant contributions to Indigenous health and education. This has been achieved through successful competitive and non-competitive research grants, publication outputs, long-term Indigenous community engagement and public policy development. Research capacity development has been a primary focus for these research activities, which has led to positive outcomes for Indigenous community members and organisations. The highly collaborative manner in which he has undertaken research has contributed to intellectual and methodological development in these fields. He has a strong interest in applied and translational research and twice been awarded Australian College of Educators Teaching Award. Professor Miller has undertaken leadership roles in community-based and government committees to advocate the views of Aboriginal and Torres Strait Islander families. ]]>
Professor Adrian Miller is the Pro Vice-Chancellor of Indigenous Leadership at Charles Darwin University. Prior to this role, he was the Academic Director of Indigenous Education and Research at Griffith University in Brisbane where he managed Indigenous education and research activities, and policy and strategy development and implementation. Professor Miller has made significant contributions to Indigenous health and education. This has been achieved through successful competitive and non-competitive research grants, publication outputs, long-term Indigenous community engagement and public policy development. Research capacity development has been a primary focus for these research activities, which has led to positive outcomes for Indigenous community members and organisations. The highly collaborative manner in which he has undertaken research has contributed to intellectual and methodological development in these fields. He has a strong interest in applied and translational research and twice been awarded Australian College of Educators Teaching Award. Professor Miller has undertaken leadership roles in community-based and government committees to advocate the views of Aboriginal and Torres Strait Islander families. ]]> Wed, 20 Sep 2017 16:07:13 GMT /slideshow/leveraging-learning-technologies-to-support-indigenous-postgraduate-students-professor-adrian-miller-charles-darwin-university/79985342 bbpresentations@slideshare.net(bbpresentations) Leveraging learning technologies to support Indigenous postgraduate students | Professor Adrian Miller - Charles Darwin University | TLCANZ17 bbpresentations Professor Adrian Miller is the Pro Vice-Chancellor of Indigenous Leadership at Charles Darwin University. Prior to this role, he was the Academic Director of Indigenous Education and Research at Griffith University in Brisbane where he managed Indigenous education and research activities, and policy and strategy development and implementation. Professor Miller has made significant contributions to Indigenous health and education. This has been achieved through successful competitive and non-competitive research grants, publication outputs, long-term Indigenous community engagement and public policy development. Research capacity development has been a primary focus for these research activities, which has led to positive outcomes for Indigenous community members and organisations. The highly collaborative manner in which he has undertaken research has contributed to intellectual and methodological development in these fields. He has a strong interest in applied and translational research and twice been awarded Australian College of Educators Teaching Award. Professor Miller has undertaken leadership roles in community-based and government committees to advocate the views of Aboriginal and Torres Strait Islander families. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/9-170920160713-thumbnail.jpg?width=120&height=120&fit=bounds" /> Professor Adrian Miller is the Pro Vice-Chancellor of Indigenous Leadership at Charles Darwin University. Prior to this role, he was the Academic Director of Indigenous Education and Research at Griffith University in Brisbane where he managed Indigenous education and research activities, and policy and strategy development and implementation. Professor Miller has made significant contributions to Indigenous health and education. This has been achieved through successful competitive and non-competitive research grants, publication outputs, long-term Indigenous community engagement and public policy development. Research capacity development has been a primary focus for these research activities, which has led to positive outcomes for Indigenous community members and organisations. The highly collaborative manner in which he has undertaken research has contributed to intellectual and methodological development in these fields. He has a strong interest in applied and translational research and twice been awarded Australian College of Educators Teaching Award. Professor Miller has undertaken leadership roles in community-based and government committees to advocate the views of Aboriginal and Torres Strait Islander families.

Leveraging learning technologies to support Indigenous postgraduate students | Professor Adrian Miller - Charles Darwin University | TLCANZ17 from Blackboard APAC

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0 Innovative Uses of In-video Assessments and Video Analytics for Blackboard and Moodle | Jeff Rubenstein - Kaltura | TLCANZ17 /slideshow/innovative-uses-of-invideo-assessments-and-video-analytics-for-blackboard-and-moodle-jeff-rubenstein-kaltura/79985081 5-170920160114
As video becomes an increasingly common content delivery type, the question arises how to take best advantage of this medium. Very important is how to know that learners actually *understand* what they watch, not just that they watch or how much they watch. The best way to do this is with in-video assessments, provided as part of the standard offering by Kaltura. In this presentation we will discuss basic use models for in-video assessments, but also discuss more advanced uses, and how to turn OER video content, student-generated videos, and even imperfect video performances into valuable teaching moments. Finally, we will discuss how video analytics can be generated, and evaluated, including using them for adaptive learning experiences.]]>
As video becomes an increasingly common content delivery type, the question arises how to take best advantage of this medium. Very important is how to know that learners actually *understand* what they watch, not just that they watch or how much they watch. The best way to do this is with in-video assessments, provided as part of the standard offering by Kaltura. In this presentation we will discuss basic use models for in-video assessments, but also discuss more advanced uses, and how to turn OER video content, student-generated videos, and even imperfect video performances into valuable teaching moments. Finally, we will discuss how video analytics can be generated, and evaluated, including using them for adaptive learning experiences.]]> Wed, 20 Sep 2017 16:01:14 GMT /slideshow/innovative-uses-of-invideo-assessments-and-video-analytics-for-blackboard-and-moodle-jeff-rubenstein-kaltura/79985081 bbpresentations@slideshare.net(bbpresentations) Innovative Uses of In-video Assessments and Video Analytics for Blackboard and Moodle | Jeff Rubenstein - Kaltura | TLCANZ17 bbpresentations As video becomes an increasingly common content delivery type, the question arises how to take best advantage of this medium. Very important is how to know that learners actually *understand* what they watch, not just that they watch or how much they watch. The best way to do this is with in-video assessments, provided as part of the standard offering by Kaltura. In this presentation we will discuss basic use models for in-video assessments, but also discuss more advanced uses, and how to turn OER video content, student-generated videos, and even imperfect video performances into valuable teaching moments. Finally, we will discuss how video analytics can be generated, and evaluated, including using them for adaptive learning experiences. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/5-170920160114-thumbnail.jpg?width=120&height=120&fit=bounds" /> As video becomes an increasingly common content delivery type, the question arises how to take best advantage of this medium. Very important is how to know that learners actually *understand* what they watch, not just that they watch or how much they watch. The best way to do this is with in-video assessments, provided as part of the standard offering by Kaltura. In this presentation we will discuss basic use models for in-video assessments, but also discuss more advanced uses, and how to turn OER video content, student-generated videos, and even imperfect video performances into valuable teaching moments. Finally, we will discuss how video analytics can be generated, and evaluated, including using them for adaptive learning experiences.

Innovative Uses of In-video Assessments and Video Analytics for Blackboard and Moodle | Jeff Rubenstein - Kaltura | TLCANZ17 from Blackboard APAC

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0 Workshop: The craft of creating delightful experiences: User Centred Problem Solving with Design Thinking | Nicole Wall - Blackboard | TLCANZ17 /slideshow/workshop-the-craft-of-creating-delightful-experiences-user-centred-problem-solving-with-design-thinking-nicole-wall-blackboard/79984522 11-170920154801
Learn about the Design Thinking methodology used at Blackboard to empathise with our users and solve problems. In this workshop we will apply Design Thinking to evaluate the Learn interface and user experiences when logging into Blackboard. Together we will ideate and wireframe suggested solutions.]]>
Learn about the Design Thinking methodology used at Blackboard to empathise with our users and solve problems. In this workshop we will apply Design Thinking to evaluate the Learn interface and user experiences when logging into Blackboard. Together we will ideate and wireframe suggested solutions.]]> Wed, 20 Sep 2017 15:48:01 GMT /slideshow/workshop-the-craft-of-creating-delightful-experiences-user-centred-problem-solving-with-design-thinking-nicole-wall-blackboard/79984522 bbpresentations@slideshare.net(bbpresentations) Workshop: The craft of creating delightful experiences: User Centred Problem Solving with Design Thinking | Nicole Wall - Blackboard | TLCANZ17 bbpresentations Learn about the Design Thinking methodology used at Blackboard to empathise with our users and solve problems. In this workshop we will apply Design Thinking to evaluate the Learn interface and user experiences when logging into Blackboard. Together we will ideate and wireframe suggested solutions. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/11-170920154801-thumbnail.jpg?width=120&height=120&fit=bounds" /> Learn about the Design Thinking methodology used at Blackboard to empathise with our users and solve problems. In this workshop we will apply Design Thinking to evaluate the Learn interface and user experiences when logging into Blackboard. Together we will ideate and wireframe suggested solutions.

Workshop: The craft of creating delightful experiences: User Centred Problem Solving with Design Thinking | Nicole Wall - Blackboard | TLCANZ17 from Blackboard APAC

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0 Engaging large cohorts of international students: Technology Enhanced Learning | Sharon Whippy & Kulari Lokuge - Monash College | TLCANZ17 /slideshow/engaging-large-cohorts-of-international-students-technology-enhanced-learning-sharon-whippy-kulari-lokuge-monash-college/79984483 5-170920154719
This session presents findings of an investigation into how staff used a fully-integrated Active Learning Platform to engage international students in large cohorts. It presents how the system enabled staff to engage students in the classroom and facilitate the review of class activities through recorded audio, presentation and other resources. The focus of this project was to promote student engagement through blended delivery and increase student performance using technology. It also highlights how the learning analytics within the Active Learning Platform was used to direct and guide students to increase academic performance and enhance their learning experiences.]]>
This session presents findings of an investigation into how staff used a fully-integrated Active Learning Platform to engage international students in large cohorts. It presents how the system enabled staff to engage students in the classroom and facilitate the review of class activities through recorded audio, presentation and other resources. The focus of this project was to promote student engagement through blended delivery and increase student performance using technology. It also highlights how the learning analytics within the Active Learning Platform was used to direct and guide students to increase academic performance and enhance their learning experiences.]]> Wed, 20 Sep 2017 15:47:19 GMT /slideshow/engaging-large-cohorts-of-international-students-technology-enhanced-learning-sharon-whippy-kulari-lokuge-monash-college/79984483 bbpresentations@slideshare.net(bbpresentations) Engaging large cohorts of international students: Technology Enhanced Learning | Sharon Whippy & Kulari Lokuge - Monash College | TLCANZ17 bbpresentations This session presents findings of an investigation into how staff used a fully-integrated Active Learning Platform to engage international students in large cohorts. It presents how the system enabled staff to engage students in the classroom and facilitate the review of class activities through recorded audio, presentation and other resources. The focus of this project was to promote student engagement through blended delivery and increase student performance using technology. It also highlights how the learning analytics within the Active Learning Platform was used to direct and guide students to increase academic performance and enhance their learning experiences. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/5-170920154719-thumbnail.jpg?width=120&height=120&fit=bounds" /> This session presents findings of an investigation into how staff used a fully-integrated Active Learning Platform to engage international students in large cohorts. It presents how the system enabled staff to engage students in the classroom and facilitate the review of class activities through recorded audio, presentation and other resources. The focus of this project was to promote student engagement through blended delivery and increase student performance using technology. It also highlights how the learning analytics within the Active Learning Platform was used to direct and guide students to increase academic performance and enhance their learning experiences.

Engaging large cohorts of international students: Technology Enhanced Learning | Sharon Whippy & Kulari Lokuge - Monash College | TLCANZ17 from Blackboard APAC

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0 Online Tests: Can we do them better? | Bopelo Boitshwarelo, Jyoti Vemuri, Hannah Reedy & Anna Stack (CDU) | TLCANZ17 /bbpresentations/online-tests-can-we-do-them-better-bopelo-boitshwarelo-jyoti-vemuri-hannah-reedy-anna-stack-cdu 4-170920154659
The use of e-assessment methods to facilitate and evaluate learning is a growing trend in the higher education space. In particular, the use of online tests has increased rapidly concomitant with the expansion of digital technologies for teaching purposes. Online tests, in the context of this presentation, refer to computer assisted-assessment where the deployment and marking is automated and typically involves objective types of questions such as multiple choice questions (MCQs), true/false questions, matching questions as well as predetermined short answer questions. The growing sophistication of Learning Management Systems(LMSs) such as Blackboard provide an increasing capacity for different types of online tests to be deployed, administered and marked efficiently. Additionally, most major textbook publishers and authors in certain disciplines provide online question banks that can easily integrate with LMSs meaning less time is spent on creating tests from scratch. With these trends in mind, questions arise around the efficacy of online tests in higher education. In this presentation we will share findings of a study investigating practices around online tests. First, we will explore what the literature reveals about the role of online tests in higher education and particularly how online tests are used to lead to student learning through formative assessment processes and feedback practices. Secondly, the presentation will review the practices around online tests at the Charles Darwin University Business School and discuss emerging issues. Thirdly, the presentation will distil some preliminary guiding principles around designing, developing, administering and reviewing online tests for effective learning and assessment. Finally, ongoing and further research by the team on the topic of online tests will be highlighted.]]>
The use of e-assessment methods to facilitate and evaluate learning is a growing trend in the higher education space. In particular, the use of online tests has increased rapidly concomitant with the expansion of digital technologies for teaching purposes. Online tests, in the context of this presentation, refer to computer assisted-assessment where the deployment and marking is automated and typically involves objective types of questions such as multiple choice questions (MCQs), true/false questions, matching questions as well as predetermined short answer questions. The growing sophistication of Learning Management Systems(LMSs) such as Blackboard provide an increasing capacity for different types of online tests to be deployed, administered and marked efficiently. Additionally, most major textbook publishers and authors in certain disciplines provide online question banks that can easily integrate with LMSs meaning less time is spent on creating tests from scratch. With these trends in mind, questions arise around the efficacy of online tests in higher education. In this presentation we will share findings of a study investigating practices around online tests. First, we will explore what the literature reveals about the role of online tests in higher education and particularly how online tests are used to lead to student learning through formative assessment processes and feedback practices. Secondly, the presentation will review the practices around online tests at the Charles Darwin University Business School and discuss emerging issues. Thirdly, the presentation will distil some preliminary guiding principles around designing, developing, administering and reviewing online tests for effective learning and assessment. Finally, ongoing and further research by the team on the topic of online tests will be highlighted.]]> Wed, 20 Sep 2017 15:46:59 GMT /bbpresentations/online-tests-can-we-do-them-better-bopelo-boitshwarelo-jyoti-vemuri-hannah-reedy-anna-stack-cdu bbpresentations@slideshare.net(bbpresentations) Online Tests: Can we do them better? | Bopelo Boitshwarelo, Jyoti Vemuri, Hannah Reedy & Anna Stack (CDU) | TLCANZ17 bbpresentations The use of e-assessment methods to facilitate and evaluate learning is a growing trend in the higher education space. In particular, the use of online tests has increased rapidly concomitant with the expansion of digital technologies for teaching purposes. Online tests, in the context of this presentation, refer to computer assisted-assessment where the deployment and marking is automated and typically involves objective types of questions such as multiple choice questions (MCQs), true/false questions, matching questions as well as predetermined short answer questions. The growing sophistication of Learning Management Systems(LMSs) such as Blackboard provide an increasing capacity for different types of online tests to be deployed, administered and marked efficiently. Additionally, most major textbook publishers and authors in certain disciplines provide online question banks that can easily integrate with LMSs meaning less time is spent on creating tests from scratch. With these trends in mind, questions arise around the efficacy of online tests in higher education. In this presentation we will share findings of a study investigating practices around online tests. First, we will explore what the literature reveals about the role of online tests in higher education and particularly how online tests are used to lead to student learning through formative assessment processes and feedback practices. Secondly, the presentation will review the practices around online tests at the Charles Darwin University Business School and discuss emerging issues. Thirdly, the presentation will distil some preliminary guiding principles around designing, developing, administering and reviewing online tests for effective learning and assessment. Finally, ongoing and further research by the team on the topic of online tests will be highlighted. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/4-170920154659-thumbnail.jpg?width=120&height=120&fit=bounds" /> The use of e-assessment methods to facilitate and evaluate learning is a growing trend in the higher education space. In particular, the use of online tests has increased rapidly concomitant with the expansion of digital technologies for teaching purposes. Online tests, in the context of this presentation, refer to computer assisted-assessment where the deployment and marking is automated and typically involves objective types of questions such as multiple choice questions (MCQs), true/false questions, matching questions as well as predetermined short answer questions. The growing sophistication of Learning Management Systems(LMSs) such as Blackboard provide an increasing capacity for different types of online tests to be deployed, administered and marked efficiently. Additionally, most major textbook publishers and authors in certain disciplines provide online question banks that can easily integrate with LMSs meaning less time is spent on creating tests from scratch. With these trends in mind, questions arise around the efficacy of online tests in higher education. In this presentation we will share findings of a study investigating practices around online tests. First, we will explore what the literature reveals about the role of online tests in higher education and particularly how online tests are used to lead to student learning through formative assessment processes and feedback practices. Secondly, the presentation will review the practices around online tests at the Charles Darwin University Business School and discuss emerging issues. Thirdly, the presentation will distil some preliminary guiding principles around designing, developing, administering and reviewing online tests for effective learning and assessment. Finally, ongoing and further research by the team on the topic of online tests will be highlighted.

Online Tests: Can we do them better? | Bopelo Boitshwarelo, Jyoti Vemuri, Hannah Reedy & Anna Stack (CDU) | TLCANZ17 from Blackboard APAC

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0 Designing Blackboard De-constructured: How USC is customising Blackboard | Tim Jensen, USC | TLCANZ17 /slideshow/designing-blackboard-deconstructured-how-usc-is-customising-blackboard-tim-jensen-usc/79984438 4-170920154556
An in-depth look at how the University of the Sunshine Coast is delivering its technical customisations to Blackboard. We will reveal and explain our enhanced theme, the new Dashboard homepage view launched this year and our Content Layout Tool used to build HTML artefacts directly into the content editor. This presentation will be particularly relevant to technical staff in your team who are designing and implementing customised system enhancements.]]>
An in-depth look at how the University of the Sunshine Coast is delivering its technical customisations to Blackboard. We will reveal and explain our enhanced theme, the new Dashboard homepage view launched this year and our Content Layout Tool used to build HTML artefacts directly into the content editor. This presentation will be particularly relevant to technical staff in your team who are designing and implementing customised system enhancements.]]> Wed, 20 Sep 2017 15:45:56 GMT /slideshow/designing-blackboard-deconstructured-how-usc-is-customising-blackboard-tim-jensen-usc/79984438 bbpresentations@slideshare.net(bbpresentations) Designing Blackboard De-constructured: How USC is customising Blackboard | Tim Jensen, USC | TLCANZ17 bbpresentations An in-depth look at how the University of the Sunshine Coast is delivering its technical customisations to Blackboard. We will reveal and explain our enhanced theme, the new Dashboard homepage view launched this year and our Content Layout Tool used to build HTML artefacts directly into the content editor. This presentation will be particularly relevant to technical staff in your team who are designing and implementing customised system enhancements. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/4-170920154556-thumbnail.jpg?width=120&height=120&fit=bounds" /> An in-depth look at how the University of the Sunshine Coast is delivering its technical customisations to Blackboard. We will reveal and explain our enhanced theme, the new Dashboard homepage view launched this year and our Content Layout Tool used to build HTML artefacts directly into the content editor. This presentation will be particularly relevant to technical staff in your team who are designing and implementing customised system enhancements.

Designing Blackboard De-constructured: How USC is customising Blackboard | Tim Jensen, USC | TLCANZ17 from Blackboard APAC

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0 Making Adoption Eesy | Tammy Robinson (University of Newcastle) & Mieke Post (Eeysoft) | TLCANZ17 /slideshow/making-adoption-eesy-tammy-robinson/79984373 4-170920154429
With the increase in blended and online course delivery there are ongoing challenges for supporting staff and students in the use of teaching technologies. This presentation will look at the University of Newcastle's implementation of a third-party building block for Blackboard which provides access to: data to measure tool adoption; tools to promote technologies within Blackboard courses; and support tools designed to improve end-user experiences. 'Eesysoft' provides simple, just-in-time reporting tools that are being used by Instructional Designers to develop targeted workshops and consultations for academic staff within Schools and Faculties where it has been identified that adoption could be improved. When new technologies are introduced, Eesysoft's communication tools are being used to promote features from within the online course environment. Staff and students now have access to resources that are specific to the location within the Blackboard course that they are accessing. It is hoped that Eesysoft will provide the necessary tools and data to influence change in the way academic staff adopt Blackboard tools for blended and online courses.]]>
With the increase in blended and online course delivery there are ongoing challenges for supporting staff and students in the use of teaching technologies. This presentation will look at the University of Newcastle's implementation of a third-party building block for Blackboard which provides access to: data to measure tool adoption; tools to promote technologies within Blackboard courses; and support tools designed to improve end-user experiences. 'Eesysoft' provides simple, just-in-time reporting tools that are being used by Instructional Designers to develop targeted workshops and consultations for academic staff within Schools and Faculties where it has been identified that adoption could be improved. When new technologies are introduced, Eesysoft's communication tools are being used to promote features from within the online course environment. Staff and students now have access to resources that are specific to the location within the Blackboard course that they are accessing. It is hoped that Eesysoft will provide the necessary tools and data to influence change in the way academic staff adopt Blackboard tools for blended and online courses.]]> Wed, 20 Sep 2017 15:44:29 GMT /slideshow/making-adoption-eesy-tammy-robinson/79984373 bbpresentations@slideshare.net(bbpresentations) Making Adoption Eesy | Tammy Robinson (University of Newcastle) & Mieke Post (Eeysoft) | TLCANZ17 bbpresentations With the increase in blended and online course delivery there are ongoing challenges for supporting staff and students in the use of teaching technologies. This presentation will look at the University of Newcastle's implementation of a third-party building block for Blackboard which provides access to: data to measure tool adoption; tools to promote technologies within Blackboard courses; and support tools designed to improve end-user experiences. 'Eesysoft' provides simple, just-in-time reporting tools that are being used by Instructional Designers to develop targeted workshops and consultations for academic staff within Schools and Faculties where it has been identified that adoption could be improved. When new technologies are introduced, Eesysoft's communication tools are being used to promote features from within the online course environment. Staff and students now have access to resources that are specific to the location within the Blackboard course that they are accessing. It is hoped that Eesysoft will provide the necessary tools and data to influence change in the way academic staff adopt Blackboard tools for blended and online courses. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/4-170920154429-thumbnail.jpg?width=120&height=120&fit=bounds" /> With the increase in blended and online course delivery there are ongoing challenges for supporting staff and students in the use of teaching technologies. This presentation will look at the University of Newcastle's implementation of a third-party building block for Blackboard which provides access to: data to measure tool adoption; tools to promote technologies within Blackboard courses; and support tools designed to improve end-user experiences. 'Eesysoft' provides simple, just-in-time reporting tools that are being used by Instructional Designers to develop targeted workshops and consultations for academic staff within Schools and Faculties where it has been identified that adoption could be improved. When new technologies are introduced, Eesysoft's communication tools are being used to promote features from within the online course environment. Staff and students now have access to resources that are specific to the location within the Blackboard course that they are accessing. It is hoped that Eesysoft will provide the necessary tools and data to influence change in the way academic staff adopt Blackboard tools for blended and online courses.

Making Adoption Eesy | Tammy Robinson (University of Newcastle) & Mieke Post (Eeysoft) | TLCANZ17 from Blackboard APAC

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0 Innovative Blended Learning Methods: Hits and Misses | Angela Sheedy, Petra Buergelt, Pat Josse & Vinuthaa Murthy - Charles Darwin University | TLCANZ17 /slideshow/innovative-blended-learning-methods-hits-and-misses-angela-sheedy-petra-buergelt-pat-josse-vinuthaa-murthy-charles-darwin-university/79984351 3-170920154400
Failure is the mother of innovation – the key is to be supported so that you want to keep getting back up again. From a distinct multi-disciplinary academic pedagogical community, ideas and experiments sprang for blended learning methods with the key aim to benefit the students. Some ideas flourished, some floundered but all had merit and reasons why they did or did not succeed. This session will consist of two parts: A presentation will showcase some of our successes and failures in applying blended learning methodology from a range of disciplines and angles, as well as share our lived experiences of the emerged challenges. From such varied disciplines as nursing, psychology and chemistry we will share which aspects worked, which did not and what we would do differently to improve the results. The challenge for nursing focused upon incentivizing student engagement and collaboration through combining internal and distance cohorts in a series of collaborative learning tasks incorporating formative feedback and fostering a geographical dispersed community of learners. The challenge for chemistry has been the reliance on in-lab instrumentation for the performance of experiments with steps undertaken to replicate the immersive learning experience of on-campus students for those studying by distance online. The challenge for psychology was to create a transformative experience around interpersonal processes and to foster individual responsibility for learning amongst a first-year cohort through allowing local and distance students to self-manage interactions. In the second part, participants will then work in an interactive document to collaboratively answer a series of questions related to the issues that academics face in pursuing innovative teaching methodology. The goal of the collaborative ideation session is to identify real challenges and begin to tackle these in conversations throughout the conference. By sharing hits, misses and challenges in a supportive setting, participants will engage with each other in an informed collegial manner, thus mimicking the supportive nature of the iScholar group of which the presenters are representing.]]>
Failure is the mother of innovation – the key is to be supported so that you want to keep getting back up again. From a distinct multi-disciplinary academic pedagogical community, ideas and experiments sprang for blended learning methods with the key aim to benefit the students. Some ideas flourished, some floundered but all had merit and reasons why they did or did not succeed. This session will consist of two parts: A presentation will showcase some of our successes and failures in applying blended learning methodology from a range of disciplines and angles, as well as share our lived experiences of the emerged challenges. From such varied disciplines as nursing, psychology and chemistry we will share which aspects worked, which did not and what we would do differently to improve the results. The challenge for nursing focused upon incentivizing student engagement and collaboration through combining internal and distance cohorts in a series of collaborative learning tasks incorporating formative feedback and fostering a geographical dispersed community of learners. The challenge for chemistry has been the reliance on in-lab instrumentation for the performance of experiments with steps undertaken to replicate the immersive learning experience of on-campus students for those studying by distance online. The challenge for psychology was to create a transformative experience around interpersonal processes and to foster individual responsibility for learning amongst a first-year cohort through allowing local and distance students to self-manage interactions. In the second part, participants will then work in an interactive document to collaboratively answer a series of questions related to the issues that academics face in pursuing innovative teaching methodology. The goal of the collaborative ideation session is to identify real challenges and begin to tackle these in conversations throughout the conference. By sharing hits, misses and challenges in a supportive setting, participants will engage with each other in an informed collegial manner, thus mimicking the supportive nature of the iScholar group of which the presenters are representing.]]> Wed, 20 Sep 2017 15:44:00 GMT /slideshow/innovative-blended-learning-methods-hits-and-misses-angela-sheedy-petra-buergelt-pat-josse-vinuthaa-murthy-charles-darwin-university/79984351 bbpresentations@slideshare.net(bbpresentations) Innovative Blended Learning Methods: Hits and Misses | Angela Sheedy, Petra Buergelt, Pat Josse & Vinuthaa Murthy - Charles Darwin University | TLCANZ17 bbpresentations Failure is the mother of innovation – the key is to be supported so that you want to keep getting back up again. From a distinct multi-disciplinary academic pedagogical community, ideas and experiments sprang for blended learning methods with the key aim to benefit the students. Some ideas flourished, some floundered but all had merit and reasons why they did or did not succeed. This session will consist of two parts: A presentation will showcase some of our successes and failures in applying blended learning methodology from a range of disciplines and angles, as well as share our lived experiences of the emerged challenges. From such varied disciplines as nursing, psychology and chemistry we will share which aspects worked, which did not and what we would do differently to improve the results. The challenge for nursing focused upon incentivizing student engagement and collaboration through combining internal and distance cohorts in a series of collaborative learning tasks incorporating formative feedback and fostering a geographical dispersed community of learners. The challenge for chemistry has been the reliance on in-lab instrumentation for the performance of experiments with steps undertaken to replicate the immersive learning experience of on-campus students for those studying by distance online. The challenge for psychology was to create a transformative experience around interpersonal processes and to foster individual responsibility for learning amongst a first-year cohort through allowing local and distance students to self-manage interactions. In the second part, participants will then work in an interactive document to collaboratively answer a series of questions related to the issues that academics face in pursuing innovative teaching methodology. The goal of the collaborative ideation session is to identify real challenges and begin to tackle these in conversations throughout the conference. By sharing hits, misses and challenges in a supportive setting, participants will engage with each other in an informed collegial manner, thus mimicking the supportive nature of the iScholar group of which the presenters are representing. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/3-170920154400-thumbnail.jpg?width=120&height=120&fit=bounds" /> Failure is the mother of innovation – the key is to be supported so that you want to keep getting back up again. From a distinct multi-disciplinary academic pedagogical community, ideas and experiments sprang for blended learning methods with the key aim to benefit the students. Some ideas flourished, some floundered but all had merit and reasons why they did or did not succeed. This session will consist of two parts: A presentation will showcase some of our successes and failures in applying blended learning methodology from a range of disciplines and angles, as well as share our lived experiences of the emerged challenges. From such varied disciplines as nursing, psychology and chemistry we will share which aspects worked, which did not and what we would do differently to improve the results. The challenge for nursing focused upon incentivizing student engagement and collaboration through combining internal and distance cohorts in a series of collaborative learning tasks incorporating formative feedback and fostering a geographical dispersed community of learners. The challenge for chemistry has been the reliance on in-lab instrumentation for the performance of experiments with steps undertaken to replicate the immersive learning experience of on-campus students for those studying by distance online. The challenge for psychology was to create a transformative experience around interpersonal processes and to foster individual responsibility for learning amongst a first-year cohort through allowing local and distance students to self-manage interactions. In the second part, participants will then work in an interactive document to collaboratively answer a series of questions related to the issues that academics face in pursuing innovative teaching methodology. The goal of the collaborative ideation session is to identify real challenges and begin to tackle these in conversations throughout the conference. By sharing hits, misses and challenges in a supportive setting, participants will engage with each other in an informed collegial manner, thus mimicking the supportive nature of the iScholar group of which the presenters are representing.

Innovative Blended Learning Methods: Hits and Misses | Angela Sheedy, Petra Buergelt, Pat Josse & Vinuthaa Murthy - Charles Darwin University | TLCANZ17 from Blackboard APAC

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0 Using Blackboard Learn alongside Microsoft OneNote: the overlaps, the complementary features and the consequences | Stuart Fankhauser - Nossal High School | TLCANZ17 /slideshow/using-blackboard-learn-alongside-microsoft-onenote-the-overlaps-the-complementary-features-and-the-consequences-stuart-fankhauser-nossal-high-school/79984320 2-170920154313
Beginning in 2016, Nossal High School began to focus its professional learning for staff on the use of Microsoft OneNote as complementary teaching and learning software to the MH Blackboard Learn environment we have run for the last 5 years. In this time, the speed and depth of the take up of OneNote and its impact on the teaching and learning experience of staff and students has been dramatic. Not only have our students fully embraced OneNote from a learners' perspective, all teaching and support staff are using Microsoft OneNote to record their own professional development, maintaining an ongoing conversation with the college executive and collecting evidence for their personal records. This rapid adoption has forced us to consider closely what OneNote elements overlap with Bb Learn, which features are complementary with Bb Learn and ultimately, what part these two software solutions will have within our overall teaching and learning program. During the presentation, I will be looking at the features of Bb Learn and OneNote that we intend to keep unique to each environment, as well as the elements that we are comfortable in having some overlap. Our overall aim is to ensure we are promoting to staff the most effective software solution for any given purpose whilst ensuring our students are not confused about the location of resources and information from class to class. I will conclude with what we currently see as the most effective arrangement for the use of these two software packages going forward.]]>
Beginning in 2016, Nossal High School began to focus its professional learning for staff on the use of Microsoft OneNote as complementary teaching and learning software to the MH Blackboard Learn environment we have run for the last 5 years. In this time, the speed and depth of the take up of OneNote and its impact on the teaching and learning experience of staff and students has been dramatic. Not only have our students fully embraced OneNote from a learners' perspective, all teaching and support staff are using Microsoft OneNote to record their own professional development, maintaining an ongoing conversation with the college executive and collecting evidence for their personal records. This rapid adoption has forced us to consider closely what OneNote elements overlap with Bb Learn, which features are complementary with Bb Learn and ultimately, what part these two software solutions will have within our overall teaching and learning program. During the presentation, I will be looking at the features of Bb Learn and OneNote that we intend to keep unique to each environment, as well as the elements that we are comfortable in having some overlap. Our overall aim is to ensure we are promoting to staff the most effective software solution for any given purpose whilst ensuring our students are not confused about the location of resources and information from class to class. I will conclude with what we currently see as the most effective arrangement for the use of these two software packages going forward.]]> Wed, 20 Sep 2017 15:43:13 GMT /slideshow/using-blackboard-learn-alongside-microsoft-onenote-the-overlaps-the-complementary-features-and-the-consequences-stuart-fankhauser-nossal-high-school/79984320 bbpresentations@slideshare.net(bbpresentations) Using Blackboard Learn alongside Microsoft OneNote: the overlaps, the complementary features and the consequences | Stuart Fankhauser - Nossal High School | TLCANZ17 bbpresentations Beginning in 2016, Nossal High School began to focus its professional learning for staff on the use of Microsoft OneNote as complementary teaching and learning software to the MH Blackboard Learn environment we have run for the last 5 years. In this time, the speed and depth of the take up of OneNote and its impact on the teaching and learning experience of staff and students has been dramatic. Not only have our students fully embraced OneNote from a learners' perspective, all teaching and support staff are using Microsoft OneNote to record their own professional development, maintaining an ongoing conversation with the college executive and collecting evidence for their personal records. This rapid adoption has forced us to consider closely what OneNote elements overlap with Bb Learn, which features are complementary with Bb Learn and ultimately, what part these two software solutions will have within our overall teaching and learning program. During the presentation, I will be looking at the features of Bb Learn and OneNote that we intend to keep unique to each environment, as well as the elements that we are comfortable in having some overlap. Our overall aim is to ensure we are promoting to staff the most effective software solution for any given purpose whilst ensuring our students are not confused about the location of resources and information from class to class. I will conclude with what we currently see as the most effective arrangement for the use of these two software packages going forward. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2-170920154313-thumbnail.jpg?width=120&height=120&fit=bounds" /> Beginning in 2016, Nossal High School began to focus its professional learning for staff on the use of Microsoft OneNote as complementary teaching and learning software to the MH Blackboard Learn environment we have run for the last 5 years. In this time, the speed and depth of the take up of OneNote and its impact on the teaching and learning experience of staff and students has been dramatic. Not only have our students fully embraced OneNote from a learners' perspective, all teaching and support staff are using Microsoft OneNote to record their own professional development, maintaining an ongoing conversation with the college executive and collecting evidence for their personal records. This rapid adoption has forced us to consider closely what OneNote elements overlap with Bb Learn, which features are complementary with Bb Learn and ultimately, what part these two software solutions will have within our overall teaching and learning program. During the presentation, I will be looking at the features of Bb Learn and OneNote that we intend to keep unique to each environment, as well as the elements that we are comfortable in having some overlap. Our overall aim is to ensure we are promoting to staff the most effective software solution for any given purpose whilst ensuring our students are not confused about the location of resources and information from class to class. I will conclude with what we currently see as the most effective arrangement for the use of these two software packages going forward.

Using Blackboard Learn alongside Microsoft OneNote: the overlaps, the complementary features and the consequences | Stuart Fankhauser - Nossal High School | TLCANZ17 from Blackboard APAC

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0 Effective management of organisational transformation with Learning Technologies | Sharon Whippy (Monash College) & Kim Edgar (Blackboard) | TLCANZ17 /slideshow/effective-management-of-organisational-transformation-with-learning-technologies-sharon-whippy-monash-college/79984314 2-170920154307
Monash College prepares learners for University entry in a competitive, and ever changing learning landscape. They are working with international partners, and tackling the changing needs of diverse learners with a range of innovations and initiatives including continual improvement and transformation through the uptake and use of educational technologies. Working with Blackboard as a partner, both as a provider of their Educational Technology and a Leader in Reimaging Education, Monash College and Blackboard have many successes and learnings. Sharon Whippy will be presenting on behalf of Dr Kulari Lokuge, Associate Director of eLearning at Monash College. She brings to her role as a Learning Content Designer; a passion for learning and teaching in the ever-changing landscape of eLearning at Monash College. As a teacher she is motivated to share her knowledge and experiences with others, to support the design and implementation of technology enhanced learning opportunities that empower and inspire. As a learner she is curious and brave. She sees these two roles as existing in mutual agitation where the learner reminds the teacher, to always remain humble on the path to innovation. Kim Edgar has a background in Adult education and works with Blackboard’s Moodlerooms Enterprise customers to satisfy their customisations needs as aligned to their faculty’s individual requirements. Her passion is to help identify opportunities where educational technology can enhance users experiences. In this session Sharon and Kim will explore Effective management of organisational transformation with Learning Technologies, using examples of their work together, and experiences in the field.]]>
Monash College prepares learners for University entry in a competitive, and ever changing learning landscape. They are working with international partners, and tackling the changing needs of diverse learners with a range of innovations and initiatives including continual improvement and transformation through the uptake and use of educational technologies. Working with Blackboard as a partner, both as a provider of their Educational Technology and a Leader in Reimaging Education, Monash College and Blackboard have many successes and learnings. Sharon Whippy will be presenting on behalf of Dr Kulari Lokuge, Associate Director of eLearning at Monash College. She brings to her role as a Learning Content Designer; a passion for learning and teaching in the ever-changing landscape of eLearning at Monash College. As a teacher she is motivated to share her knowledge and experiences with others, to support the design and implementation of technology enhanced learning opportunities that empower and inspire. As a learner she is curious and brave. She sees these two roles as existing in mutual agitation where the learner reminds the teacher, to always remain humble on the path to innovation. Kim Edgar has a background in Adult education and works with Blackboard’s Moodlerooms Enterprise customers to satisfy their customisations needs as aligned to their faculty’s individual requirements. Her passion is to help identify opportunities where educational technology can enhance users experiences. In this session Sharon and Kim will explore Effective management of organisational transformation with Learning Technologies, using examples of their work together, and experiences in the field.]]> Wed, 20 Sep 2017 15:43:07 GMT /slideshow/effective-management-of-organisational-transformation-with-learning-technologies-sharon-whippy-monash-college/79984314 bbpresentations@slideshare.net(bbpresentations) Effective management of organisational transformation with Learning Technologies | Sharon Whippy (Monash College) & Kim Edgar (Blackboard) | TLCANZ17 bbpresentations Monash College prepares learners for University entry in a competitive, and ever changing learning landscape. They are working with international partners, and tackling the changing needs of diverse learners with a range of innovations and initiatives including continual improvement and transformation through the uptake and use of educational technologies. Working with Blackboard as a partner, both as a provider of their Educational Technology and a Leader in Reimaging Education, Monash College and Blackboard have many successes and learnings. Sharon Whippy will be presenting on behalf of Dr Kulari Lokuge, Associate Director of eLearning at Monash College. She brings to her role as a Learning Content Designer; a passion for learning and teaching in the ever-changing landscape of eLearning at Monash College. As a teacher she is motivated to share her knowledge and experiences with others, to support the design and implementation of technology enhanced learning opportunities that empower and inspire. As a learner she is curious and brave. She sees these two roles as existing in mutual agitation where the learner reminds the teacher, to always remain humble on the path to innovation. Kim Edgar has a background in Adult education and works with Blackboard’s Moodlerooms Enterprise customers to satisfy their customisations needs as aligned to their faculty’s individual requirements. Her passion is to help identify opportunities where educational technology can enhance users experiences. In this session Sharon and Kim will explore Effective management of organisational transformation with Learning Technologies, using examples of their work together, and experiences in the field. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2-170920154307-thumbnail.jpg?width=120&height=120&fit=bounds" /> Monash College prepares learners for University entry in a competitive, and ever changing learning landscape. They are working with international partners, and tackling the changing needs of diverse learners with a range of innovations and initiatives including continual improvement and transformation through the uptake and use of educational technologies. Working with Blackboard as a partner, both as a provider of their Educational Technology and a Leader in Reimaging Education, Monash College and Blackboard have many successes and learnings. Sharon Whippy will be presenting on behalf of Dr Kulari Lokuge, Associate Director of eLearning at Monash College. She brings to her role as a Learning Content Designer; a passion for learning and teaching in the ever-changing landscape of eLearning at Monash College. As a teacher she is motivated to share her knowledge and experiences with others, to support the design and implementation of technology enhanced learning opportunities that empower and inspire. As a learner she is curious and brave. She sees these two roles as existing in mutual agitation where the learner reminds the teacher, to always remain humble on the path to innovation. Kim Edgar has a background in Adult education and works with Blackboard’s Moodlerooms Enterprise customers to satisfy their customisations needs as aligned to their faculty’s individual requirements. Her passion is to help identify opportunities where educational technology can enhance users experiences. In this session Sharon and Kim will explore Effective management of organisational transformation with Learning Technologies, using examples of their work together, and experiences in the field.

Effective management of organisational transformation with Learning Technologies | Sharon Whippy (Monash College) & Kim Edgar (Blackboard) | TLCANZ17 from Blackboard APAC

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0 Blackboard not Blackbored: Engaging and enabling students in the Tertiary Enabling Program at Charles Darwin University | Janelle Marrington, Amander Dimmock & James Valentine (CDU) | TLCANZ17 /slideshow/blackboard-not-blackbored-engaging-and-enabling-students-in-the-tertiary-enabling-program-at-charles-darwin-university-janelle-marrington-amander-dimmock-james-valentine-cdu/79984284 2-170920154214
The Tertiary Enabling Program (TEP) at Charles Darwin University is a semester long university preparation program for students unable to directly enter undergraduate study. With a cohort consisting of 80% of students studying online, Blackboard plays a central role in engaging and enabling TEP students with the necessary skills and knowledge for undergraduate study. To increase student engagement in TEP, a number of initiatives have been put in place this year designed to maximise the use of interactive digital technologies and changing pedagogies. One of the main drivers for these new initiatives was the analysis of data captured in Blackboard showing that early engagement by students increases their likelihood of successfully completing TEP as well as identifying critical points of engagement during the semester. To maximise early engagement and prepare students for TEP studies, the first week of study for all new TEP students has been devoted to a new online initiative called TEP Start which is the focus of this presentation. TEP Start was specifically developed for the online learner to improve the student experience, build their confidence and give them the skills to succeed. TEP Start was developed with the expectation that students would engage and interact with the learning materials on Blackboard, thus moving away from the traditional method of ‘content based’ online learning. This online engagement includes classes hosted in Collaborate Ultra, game-based learning activities and short micro-lectures. Hosted on a dedicated Blackboard site, TEP Start was specifically developed using design principles such as colour coding, visual hierarchy, repetition, images, icons in addition to limited text; all to direct the student’s eye to what is important and to influence how they interact with the content. The initial results of the TEP Start initiative are highly encouraging. The majority of students completed all components of TEP Start and the feedback from students and staff on TEP Start is overwhelmingly positive.]]>
The Tertiary Enabling Program (TEP) at Charles Darwin University is a semester long university preparation program for students unable to directly enter undergraduate study. With a cohort consisting of 80% of students studying online, Blackboard plays a central role in engaging and enabling TEP students with the necessary skills and knowledge for undergraduate study. To increase student engagement in TEP, a number of initiatives have been put in place this year designed to maximise the use of interactive digital technologies and changing pedagogies. One of the main drivers for these new initiatives was the analysis of data captured in Blackboard showing that early engagement by students increases their likelihood of successfully completing TEP as well as identifying critical points of engagement during the semester. To maximise early engagement and prepare students for TEP studies, the first week of study for all new TEP students has been devoted to a new online initiative called TEP Start which is the focus of this presentation. TEP Start was specifically developed for the online learner to improve the student experience, build their confidence and give them the skills to succeed. TEP Start was developed with the expectation that students would engage and interact with the learning materials on Blackboard, thus moving away from the traditional method of ‘content based’ online learning. This online engagement includes classes hosted in Collaborate Ultra, game-based learning activities and short micro-lectures. Hosted on a dedicated Blackboard site, TEP Start was specifically developed using design principles such as colour coding, visual hierarchy, repetition, images, icons in addition to limited text; all to direct the student’s eye to what is important and to influence how they interact with the content. The initial results of the TEP Start initiative are highly encouraging. The majority of students completed all components of TEP Start and the feedback from students and staff on TEP Start is overwhelmingly positive.]]> Wed, 20 Sep 2017 15:42:14 GMT /slideshow/blackboard-not-blackbored-engaging-and-enabling-students-in-the-tertiary-enabling-program-at-charles-darwin-university-janelle-marrington-amander-dimmock-james-valentine-cdu/79984284 bbpresentations@slideshare.net(bbpresentations) Blackboard not Blackbored: Engaging and enabling students in the Tertiary Enabling Program at Charles Darwin University | Janelle Marrington, Amander Dimmock & James Valentine (CDU) | TLCANZ17 bbpresentations The Tertiary Enabling Program (TEP) at Charles Darwin University is a semester long university preparation program for students unable to directly enter undergraduate study. With a cohort consisting of 80% of students studying online, Blackboard plays a central role in engaging and enabling TEP students with the necessary skills and knowledge for undergraduate study. To increase student engagement in TEP, a number of initiatives have been put in place this year designed to maximise the use of interactive digital technologies and changing pedagogies. One of the main drivers for these new initiatives was the analysis of data captured in Blackboard showing that early engagement by students increases their likelihood of successfully completing TEP as well as identifying critical points of engagement during the semester. To maximise early engagement and prepare students for TEP studies, the first week of study for all new TEP students has been devoted to a new online initiative called TEP Start which is the focus of this presentation. TEP Start was specifically developed for the online learner to improve the student experience, build their confidence and give them the skills to succeed. TEP Start was developed with the expectation that students would engage and interact with the learning materials on Blackboard, thus moving away from the traditional method of ‘content based’ online learning. This online engagement includes classes hosted in Collaborate Ultra, game-based learning activities and short micro-lectures. Hosted on a dedicated Blackboard site, TEP Start was specifically developed using design principles such as colour coding, visual hierarchy, repetition, images, icons in addition to limited text; all to direct the student’s eye to what is important and to influence how they interact with the content. The initial results of the TEP Start initiative are highly encouraging. The majority of students completed all components of TEP Start and the feedback from students and staff on TEP Start is overwhelmingly positive. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2-170920154214-thumbnail.jpg?width=120&height=120&fit=bounds" /> The Tertiary Enabling Program (TEP) at Charles Darwin University is a semester long university preparation program for students unable to directly enter undergraduate study. With a cohort consisting of 80% of students studying online, Blackboard plays a central role in engaging and enabling TEP students with the necessary skills and knowledge for undergraduate study. To increase student engagement in TEP, a number of initiatives have been put in place this year designed to maximise the use of interactive digital technologies and changing pedagogies. One of the main drivers for these new initiatives was the analysis of data captured in Blackboard showing that early engagement by students increases their likelihood of successfully completing TEP as well as identifying critical points of engagement during the semester. To maximise early engagement and prepare students for TEP studies, the first week of study for all new TEP students has been devoted to a new online initiative called TEP Start which is the focus of this presentation. TEP Start was specifically developed for the online learner to improve the student experience, build their confidence and give them the skills to succeed. TEP Start was developed with the expectation that students would engage and interact with the learning materials on Blackboard, thus moving away from the traditional method of ‘content based’ online learning. This online engagement includes classes hosted in Collaborate Ultra, game-based learning activities and short micro-lectures. Hosted on a dedicated Blackboard site, TEP Start was specifically developed using design principles such as colour coding, visual hierarchy, repetition, images, icons in addition to limited text; all to direct the student’s eye to what is important and to influence how they interact with the content. The initial results of the TEP Start initiative are highly encouraging. The majority of students completed all components of TEP Start and the feedback from students and staff on TEP Start is overwhelmingly positive.

Blackboard not Blackbored: Engaging and enabling students in the Tertiary Enabling Program at Charles Darwin University | Janelle Marrington, Amander Dimmock & James Valentine (CDU) | TLCANZ17 from Blackboard APAC

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0 https://cdn.slidesharecdn.com/profile-photo-bbpresentations-48x48.jpg?cb=1523606670 Education's partner in change, helping learners, educators, institutions & companies thrive in Australia, New Zealand & Asia Pacific. anz.blackboard.com https://cdn.slidesharecdn.com/ss_thumbnails/tlcanz2017iterativecourseevolutionmodelworkshop-public-170929003817-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/workshop-setting-the-foundations-for-an-iterative-course-evolution-model-a-practical-guide-to-exemplary-course-design-alex-wu-blackboard-tlcanz17/80273906 Workshop: Setting the ... https://cdn.slidesharecdn.com/ss_thumbnails/tlcanz17wowpresentersall-170921233359-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/wow-thats-a-great-use-of-blackboard-collaborate-mark-bailye-foong-yee-leong-blackboard-tlcanz17/80035536 Wow! That’s a great us... https://cdn.slidesharecdn.com/ss_thumbnails/tlcanz17mainconfallyplevin-170921040909-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/truly-inclusive-learning-bringing-accessibility-to-everyone-foong-yee-leong-blackboard/80003162 Truly Inclusive Learni...