Closing Keynote: Sugata Mitra

Sugata Mitra
TED Profile

Beyond the Hole in the Wall, eBook by Sugata Mitra

According to Sugata Mitra, the title of his first few talks was “The Hole in the Wall,” after much attempts at finding a new title, nothing worked! ūüôā Thus this talk has no title.

Sugata Mitra at Blackboard World 2013

“Look at how these kids are learning because I’m not there.” ~Sugata Mitra

The teaching methodology of Sugata Mitra, “I don’t know, and I’m going away.”

The Grandmother Method: “Stand behind them. Every time they do anything say, ‘Wow, that’s fantastic, how did you do that?'”

“Can you kill a goat by staring at it?” ~Sugata Mitra

“I know British Grandmothers, more than anyone else.” ~Sugata Mitra

“The granny cloud” ~Sugata Mitra

“Let’s make some machines that don’t break, okay?” ~Sugata Mitra

Self Organized Learning Environments (SOLE), download a tool kit at Sugata Mitra’s TED Profile.

Schools in the Cloud. http://solesandsomes.wikispaces.com/

Learning Analytics: A Journey to Implementation

Kevin O’Halla, Chief Information Officer
Eric Kunnen, Director, Distance Learning & Instructional Technologies
David Anderson, Enterprise Applications Manager, Information Technologies
Paul Herdegen, Data Warehouse Architect, Information Technologies

Grand Rapids Community College (GRCC)

Kevin O'Halla

Presentation available at http://bit.ly/grccbbworld13.

About GRCC:

  • 2 year Community College
  • Enrollment 17,000+
  • 200-300 Full Time and 600-800 Adjunct
  • Main Campus (Downtown), 2 Technical Education Centers, and Regional Locations

About Analytics:

What is analytics?

“The use of data, statistical analysis, and explanatory and predicative models to gain insights and at on complex issues.” – EDUCAUSE

Where is the data?

The data is in a variety of places:

  • ERP systems such as Banner, Datatel, PeopleSoft, Jezabar, etc…
  • Admin Systems, CRM, one-card, parking, bookstore, food service, early alert, etc…
  • Academic Systems, LMS, library, etc…
  • Assessment, Placement testing, student/faculty evaluations, etc…
  • College Readiness Assessment, ACT, SAT…
  • Peer Institution and Benchmarking Data

Analytics at GRCC

Eric Kunnen

With all of this data available, what can you do with it?

  • Visually view reports that can help you decide when to schedule maintenance at the time with the least amount of activity on the system.
  • View trends over time. Find out if the peek times of use is the same during the Fall and Winter semesters.
  • What courses are using the most space? Currently, the largest course is a music course with 6 GB of data.
  • Tool usage: Find faculty to share best practices around using specific tools, such as at a Teaching, Learning and Technology Showcase. Or, simply reach out to just the faculty using a specific tool if there is an upgrade happening soon.
  • Look at the discussion board (DB) use across the entire institution to see what courses are using the DB, and which courses have the most student activity on the DB.
  • Quickly look to see if content has been added to courses. (Does your school require that all faculty post a syllabus in their Blackboard course?)
  • Compare the final grade in your student information system with ¬†student’s activity in Blackboard. This opens up a whole new set of questions and opportunities that you can dig into further.

In a nutshell, Learning Analytics allows you to expose information that is currently tucked away in Blackboard to faculty, students, and various administrators on your campus.

The Art of Convincing Administration for More Support Staff

Adventist University of Health Sciences
Center for Educational Technology (CET)

Every sale has five basic obstacles: no need, no money, no hurry, no desire, no trust.” ~Zig Ziglar

There are two focuses: conscious focus (support) and unconscious outcome (budget). It is important to focus on what you are doing well. At budget meetings, present short term and long term goals, and show your administration the “red cars.” (Laura Goodrich, Seeing Red Cars) In other words, have an intentional focus and stay on course towards an intentional goal.

Merit Awards – Over the past two years, 100% CET Staff Received Merit Awards – Are there opportunities like this at your institution?

Create Needs/Opportunities

“You know how to create needs that we can’t refuse…” ~University Chancellor

Provide excellence in everything that you do, like the Ritz Carlton.

MBWA – Management By Walking Around – Make yourself very visible.

Ask a faculty member what they need to do their job better. The chances that you will hear, “I need X, Y, and Z,” are minimal. You will more likely get, “I don’t need X, Y, or Z.” It is more helpful to ask faculty what the do in the class, what technologies are they using and how would they like to be using them better. This opens up the opportunity for you to help them find a new technology tool that might help them with their needs. Take all of these faculty needs, and then go to the administration.

“How much do you need?” ~University CFO

This is a hard question to answer, and whether it is asked directly or indirectly, we probably all hear it. Align your goals with the goals of the Administration. A tight alignment will help you be able to inadvertently ask for budget for your services/area.

“What do you see down the road?” ~University President

Try to project project staff hiring, one method is to be active and go back two to three years from when you will need that staff. In 2014, two new Masters Degree programs would be offered, following the development of the campus program, the programs would be offered online. The CET team attempted to project what that would look like in 2014, and then begin to work towards advocating for more people. As a result, one staff member was just approved to start working two days ago, and another position will become available to the CET in the 2014 budget.

“We need to clone your staff!” ~Faculty

Over support cheerfully – exceed expectations. The CET has created faculty showcases where they ask various departments and users how they use technology, and they invite these users into the faculty showcase for 15-20 minute presentations. Each presentation (every third week on a Monday) has at least on administrator present. This allows faculty to get up and say how they are using technology, that they are enjoying it, and how it is allowing them to be successful, and their students to succeed. There are always some best practices that can be shared between departments with varying teaching methods.

Dr. Lim asks his team how their workload is every week. He tries to help them shift their work to ensure that each person is working on what they are most passionate about or more interested in, and as a result, they are more productive. There is also creative time encouraged for all of the CET support staff. (Their staff is small, only four people.) These little things help the support staff be cheerful even in those tough situations where they have to visit the same users time and time again.

“We like $0 contracts!” ~University President

Maximize the use of your resources. It is important to be a good steward and both use the technology you have and abandon those technologies that you are no longer using.

10 Tips for Working with Administration

  1. Don’t talk about money
  2. Don’t whine about work load
  3. Don’t appear to be too busy
  4. DOn’t threaten to cut services
  5. Don’t threaten to leave
  6. Talk about their needs
  7. Strive to make their work easier
  8. Manage the perception of stewardship
  9. Resolve faculty issues before they get to the Admin
  10. Provide expert opinions and let them decide

Blackboard Corporate Keynote

Jay Bhatt
CEO, Blackboard

David Garibaldi to start us off?!?

Paint Your Experience…

During this perfect storm of change in the educational landscape, Jay Bhatt is excited to be returning to education. There is a technology paradigm shift going on; ten years ago, we were not talking about social, mobile, online and analytics. Today, you HAVE to talk about those words, those topics when you talk about education because it relates to our students. The future might be much closer than it appears to us today.

Jay has been with Blackboard for seven short months. He began with a discussion on the future of education with the people who have insight on it, internal and external to Blackboard. We have to have a perspective to be able to build the future – Education 2020 is the document that came out of that work. The perspective was from the outside in, instead of from the inside out. Six key trends were identified.6 trends

  1. Education truly global
    In 2020, 4 in 10 of the world’s young college graduates will come from China and India.
  2. Non-traditional learners
    Traditional students are 15% of todays undergraduates. 85% (15 million students in the U.S.) are non-traditional.
  3. Consumer-preferences/alternative models
  4. Learner centric education
  5. Big-Data in mainstream
  6. Online & mobile everywhere
    Online Education in Higher Education has tripled since 2003, the growth rate is 10x that of traditional methods

The next three months, Jay broke down the company to see if Blackboard in its current state matched the future.

On the plus side, Blackboard has (1) a good set of products, (2) phenomenal people working at the company, (3) fantastic customer relations, and (4) Blackboard is the only company that looks at the whole picture from kindergardeners to adults and lifelong learners.

Unfortunately, not all of the Blackboard products work well together. Blackboard is a good citizen, but could do a lot more. Finally, there are so many creative people in Blackboard, and Blackboard is going to invest in those creative people and bring more innovation to the education technology market.

Blackboard is a product company. They will always be a product company. But, at their heart, Blackboard is a Teaching and Learning company. The core of Blackboard is Teaching & Learning.

Blackboard Corporate Keynote Theme

Ray Henderson, President of Academic Platforms

The Report CardBlackboard Report Card - Keynote 2013

There is a lot of evidence to support the rapidly rising client satisfaction. Transparency has improved as well with record level roadmap sessions. Openness has been sustained with real commitment reflected in the Blackboard roadmap. However, in quality, Blackboard is just not to the check plus level yet. Testing has improved, there are client cohorts, field trial satisfaction at record levels, but it is not yet high enough. Finally, innovation is in its first year, and there have been many new features released with immediate impact.

  • The Course Analyzer – in development – the Exemplary Course Rubric is being put into a tool to help all course designers think about the key elements that improve course quality early.
  • Assessment Design – available now – instructors have much more control over when and how you can share feedback with students. Additionally, the ability to easily add test availability exceptions. (No more work arounds – an elegant onboard way to add exceptions to your course assessments!)
  • Safe Assign – in development – The¬†plagiarism¬†detection tool will become part of the overall design of the product, not a special, separate tool as it is now.
  • Video Everywhere – available now – faculty and students can make short clip video to add warmth,¬†immediacy¬† and a greater sense of community in the online environment. This is open, entirely free to everyone, reasonably future proofed, and does not fill up anyone’s disks, because it is all built around YouTube.
  • Blackboard Meeting Room – in development – Everyone will get this bundled in, for free! A lite version of the full flagship version of Blackboard Collaborate. You will be unable to record sessions or use telephony, application sharing or other advanced features. However, you will have a visual, technically¬†compatible¬†version to use on your campus even while upgrading to the full version of Collaborate on portions of your campus. For full suite users – all courses, instructors, will have permanent rooms. Telephony will come built-in, too!
  • Polls by Blackboard – in development – instant, live, classroom collaboration using mobile devices. No installation of new hardware, and no sending the student to purchase special hardware (clickers).
  • Mobile Learn – in development – More tools will available in the future to¬†further¬†personalize the information about your course. Also, a reading¬†experience that will make reading better in Mobile Learn.
  • Grade Center – in development – A number one priority at Blackboard to make this less painful. Two modes! Item view and grid views!! Infinite scrolling, no more paging! Look ahead searching to swiftly navigate to specific students for grading. Change¬†grade book¬†columns¬†simultaneously¬†with one move.
  • Open Badges & Achievements – available now – Just shipped! Supports Mozilla Open Badges, learners can share and keep their badges outside of the classroom. The OpenBadge standard has been integrated with Blackboard and once students earn a credential, they can move it outside of¬†Blackboard¬†into a badge backpack.
  • Analytics – Bridging the silos of data, Blackboard, SIS.
  • The Retention Center – available now – Behavioral data is now available so faculty can see performing, at risk, and excelling students.
  • Investigate Your Course – in development – The next step after the retention center, this will allow instructors to view behaviors and data across their entire course.
  • xpLor – available now – Share materials outside of an LMS, that works with multiple LMS. Creative Commons is embedded in xpLor to help the humans and machines know what rights go with what content.

Katie Blot, President of Education Services

Online & Mobile Everywhere – For this presentation, online is everything from hybrid courses to fully online programs.

There are a lot of external pressures happening on education. Students are now value shopping for their education. Increased accountability. (“What happens after the learner gets their degree?”) Learner expectations, anytime/anywhere access. Right now, 26% of 3rd to 5th graders (in the U.S.?) are interested in taking an online course.

Currently, 13% of schools offer MOOCs, and 46% of schools plan to offer MOOCs by 2016. The term MOOC was coined back in 2008 by Dave Cormier.

Open Access > Experimentation > Showcase

Drum roll please…. Blackboard will be providing free of charge to any Blackboard client a free MOOC platform. (Free, Hosted and Scalable) This platform will be familiar to Blackboard users, innovation available right when the latest tools and technology are available, bridge experiences between your MOOC and your enterprise application through xpLor, and a fully supported platform hosted by Blackboard hosting and supported by Blackboard. The platform will support over 40 million users. Today, 15 new schools will be using Blackboard for their open learning platform.

Remember, MOOCs are just one piece of the bigger picture of the online continuum.

MOOC on online learning continuum
Back to Jay for the wrap up with these new innovations:

  • Mosaic¬†–¬†the new Blackboard Mobile Central
  • TipTxt¬†– (K12 – a free product to help tackle the problem of bullying)
  • Innovation at Ottawa University
  • Next Generation Teaching & Learning Tools – how to invest ahead of the movement, rethinking credentialing across the entire continuum of ones life.

accelerate . integrate . innovate

P.S. Welcome to twitter Jay Bhatt!

 

Solving the Jigsaw Puzzle: Improving Retention through Predictable Design

Katie Evans and Bill Beers (via Blackboard Collaborate!)
Instructional Design TeamKatie and Bill from Lake-Sumter College
Lake-Sumter State College (LSSC)

Katie and Bill have learned a lot together, and have adopted Quality Matters (QM). They use QM as their guiding light in the decisions they make surrounding course design.

A little bit about the school, the second smallest college in Central Florida. Lake-Sumter State College serves 5,000 students in Central Florida. There are 130 Faculty teaching in Blackboard Learn 9.1 SP 10. There are 7 eLearning Team Members and 2.5 student workers.

The Concept of Predictable Design

The problem: students become frustrated, not by the content of your course, but by the jigsaw puzzle course design which makes it hard for them to figure out the instructor expectations much less how to navigate a course. Eventually, these students fail or drop the course.

Faculty: “Students don’t read my syllabus – I have to explain things to them individually, over and over again.”

Student: “I can’t figure out what my instructor wants. I have to click all over the course to find the information I need.”

The solution: Predictable Design, a method of organizing course materials where students can find everything they need intuitively, with little instruction. It merges instructional concepts with the behavioral design concepts used to build websites.

Problems with Traditional Course Design and their Solutions

Problem #1: The syllabus is the roadmap for the course!

No one uses road maps anymore! (Have you been to Amazon.com lately and downloaded and printed a map? Even my mom has a Kindle and purchases eBooks from Amazon. :] )

Solution #1: Design your course so that it does not need a map. Instead use road signs to give students vital information in the places they will look for it, as they need it.

Ideas:

  • Create a course tour video for the first week – speak from a transcript, that way you can upload it straight to YouTube and have it sync your transcript with what you say and create captions. It also helps students get a feel for who you are, and what you want! Plus you can still lecture in the online environment using these videos!
  • Stop designing your course by chapter – design it by week! Tell students exactly what you want from them for the week in a detailed assignments list.
  • Create a weekly checklist of assignments your students must complete.
  • Repeat vital information in more than one place. (It is not enough to put those instructions for the discussion board in just the syllabus, put it in the directions for the discussions each week. Repeat what your late work policy is – don’t make students hunt for it.)

navigation menu example from an online courseProblem #2: Information is scattered all over the course, in left-hand menu headings for assignments, tests, modules, documents – and on and on. The course menu goes on and on forever!

Solution #2: Solve the Jigsaw Puzzle for your students. Use a short course menu and divide your content into weekly folders with a predictable structure. Everything is in the same place each week which makes it easy to find. Put together a weekly template for your course, and use it each week.

Problem #3: Your campus provides advising, tutoring and disability services, but your students do not use them. Do they even know they exist?

Solution #3: Inform your students about these services in places where they may need them.

Ideas:

  • Are you showing a video? Provide instructions for accessing captions or contacting the office of disabilities.
  • Are you assigning an essay? Are you giving a particularly difficult math assignment? Link to tutoring services in the instructions for the assignment.
  • Link to advising services web pages during “W” week. Remind students that they do have the option to withdraw.

Problem #4: Students submit assignments, but their work does not fit your instructions. You leave them feedback, but they still don’t get it.

Solution #4: Provide several examples of what a “good” assignment looks like, as well as some commentary on why the example is good.

Other ideas:

  • Give your instructions in a new way, like a video or interactive component.
  • Allow peer review for big assignments, using your discussion board. Provide strict peer review criteria.
  • Give your students “practice” exercises and quizzes so students can make mistakes in a low-stakes environment before it “counts.” If students have the opportunity to practice before a “test,” they will do better! ūüôā

Course Tour of a Design in Progress

LSSC prioritizes online course redesign based on the retention rates. The lower the retention rate, the higher the priority. (Bill uses app sharing on Blackboard Collaborate to show the course, Introduction to Psychology, a very cool experience!) Introduction to Psychology was recently a course that had a very low retention rate at LSSC, and the team (Katie and Bill) are currently working on redesigning the course.

Bill then showed us the American Literature course that won a Catalyst Award this year. It is also being used by QM in their training. (Katie and Bill feel the course is mediocre, but there is a tour available on YouTube.)

How You can Begin Solving the Jigsaw Puzzle Right Now! (The big take aways…)

  1. Make an orientation video
  2. Make a welcoming course home page that contains your contact information.
  3. Design your course sequentially, by with, with “chunked” folders appearing in the exact same order each week.
  4. Give your students a checklist of what they must accomplish each week. (Assignment list)
  5. Repeat course policy information

My Big Take Away

Study games are still around! Katie and Bill use StudyMate and Respondus and have found ways to help their students practice and succeed with study games in some courses.

Opening Keynote: Clay Shirky

Clay Shirky
http://www.shirky.com/

Blackboard’s new CEO, Jay Bhatt,¬†introduced the opening keynote speaker, Clay Shirky, an internet idol or icon, a forward thinker with education and media. Shirky wrote the best selling non-fiction book, Here Comes Everybody.

“Here comes Clay Shirky,” introduces Bhatt.

Clay Shirky at BbWorld13

Education has always been collaborative. We produce and publish things in education to get a conversation going. There are new ways of doing things in education, but we don’t know how to use those ways yet. The new resource for bringing people together in new ways to learn things is cognitive surplus.

It took 100 million hours of human thought to create Wikipedia.

How big is that compared to television?

200 billion hours go into TV watching, in the US alone, every year.

We spend a Wikipedia amount of time watching TV commercials in a single weekend. (WOW!)

Shirky introduced An Xiao Mina, who studies memes and uses Instagram to share her research. (http://www.huffingtonpost.com/an-xiao-mina)

Here is a story about these little plastic discs, or CDs, and the rise and fall of Napster. Napster went from zero to 80 million users in 18 months, and it was killed overnight. The music industry took control back, but still lost control of distribution because it was impossible to unbundle those bundled albums on CDs.

music distribution services
Let’s bring it back to Education with the story of a student at Ryerson University, Chris Avenir, Chemistry 101, and how a Facebook group led to a¬†$10 Million Lawsuit against Ryerson University.

  • The first MOOC from Stanford¬†– students in the MOOC started a MeetUp to fill the social void that was not present in the MOOC, but was necessary to learn and succeed in the course.
  • Devlin’s Angle – there is now no reason to have a distinction between textbooks and class notes
  • BibSoup¬†– collaborative filtering of books and libraries

We now use music we like to find other people that we would have something in common to talk about. With BibSoup, we can filter through data related to books and research.

Education is becoming a demand driven environment. The educational landscape is about to be transformed by student demand.

Phew!

Blackboard Analytics for Learn – Panel Discussion

Blackboard Analytics for Blackboard Learn Customer Limited Field Trial Panel: Early Findings and Insights 

Eric Kunnen, Director of Distance Learning and Instructional Technologies, Grand Rapids Community College
John Fritz, Assistant VP, Instructional Technology and New Media, University of Maryland, Baltimore County
Celeste Schwartz, Vice President for Information Technology, Montgomery County Community College

There are three pillars behind Blackboard Analytics for Learn:

  1. Improve Student Success
  2. Optimize Blended & Online Instruction
  3. Leverage LMS Investments

In a nutshell, data is being taken from where Blackboard Learn and Student Information Systems and put into a transformation layer. Then it is stored in a data warehouse and finally end users can get information from the system using dashboards, reports, and dynamic analysis.

UMBC Background

  • Founded in 1966
  • A research extensive university based on Carnegie classifications
  • Fall 2011 – 13,199 students (10,573 undergrad, 2,626 grad) and 1,186 staff
  • Selected brags: #1 “Up and Coming National Unversity” U.S. News American’s Best Collegs, three years running, 2011, 2010, 2009, 1st in Undergrad Chemistry Degrees awarded to African Americans, One of 50 Best Colleges for Women, 7-time National College Chess Champions
  • Began using Bb in Spring 2000
  • Currently on Bb 9.1 SP 6 with plans to upgrade in the Winter to the latest version

Adoption stats

  • 95% of all students
  • 75% of all instructors
  • 65% of all courses
  • 350 communities

Analytics Initiatives

  • 2007 – Started publishing Public Reports¬†http://www.umbc.edu/oit/newmedia/blackboard/stats/
  • 2008 – Check my Activity for Students
  • 2009 – Code release at BbWorld 2009
  • 2010 – Adopted iStrategy for analysis of all Bb courses
  • 2011 – BbA4L Limited Field Trial

Support Staff

  • 2 FTE (Administrator and Support)
  • 1 Server Admin
  • When they started in 2000 they had the same number of support staff that they do today.

GRCC Background

  • Grand Rapids, MI
  • Enrollment of 17,000+
  • 200-300 Full Time Faculty and 600-800 Adjunct Faculty

Analytics Projects:

  • New Data Warehousing Initiative
  • BbStats & Project ASTRO Building Blocks
  • Bb Analytics & Analytics for Learn Limited Field Trial Implementation

Blackboard Environment

  • Bb 9.1 SP 6 with plan to implement SP 9 in August
  • Currently in a Summer Pilot with SP 8
  • Bb Learn, Community, Content, Connect, Collaborate (Bb IM, Voice Tools), Transact, NBC Learn, and Starfish Early Alert
  • PeopleSoft is the Student Information System

MCCC Background

  • More than 34,000 annual unduplicated credit and non-credit students
  • Over 15,000 fall 2012 students expected, slightly under 15,000 in fall 2011

Campuses

  • Blue Bell (an affluent area) and Pottstown (a “river town”, industrial area)
  • Online
  • Culinary School (2013)
  • Suburban Philadelphia location in County with 800,000 residents
  • Highly competitive higher education marketplace – there are over 8,000 universities within one hour drive from the Blue Bell campus

Technology Environment

  • Bb Analytics for Learning Limited Field Trial, pilot group has recommended to move forward and purchase BbA4L
  • Bb Analytics Student Module
  • Blackboard 9.1 SP 7
  • College ERP: Ellucian Colleague

Audience Questions

What were your key findings in the field trial? Successes, new information, and areas you are hoping for improvement in?

EK: One of the most amazing thing we found being part of the field trial was seeing the data that is available. The SIS data combined with the Learn data gives  you much more insight. Demographical data about your students using the tools in the system and being able to slice that among different departments and instructors gives you a great amount of potential to view trends in data. One of the biggest challenges with access to this wealth of data, it becomes overwhelming very quickly. The dashboards were one of the most important pieces, the ability to go into the system to get an at a glace view of the pulse of the system is very beneficial. Plus, by viewing this information on a dashboard you can quickly copy and paste the information or let academic leaders know that they can view the dashboard at anytime to gather this data.

CS:¬†The thing that was most powerful for Celeste was what the students can see. When you get down to data that you can give to students at the student level, access statistics and grades with side-by-side comparisons of how other students in the same course are working. How much time are A, B, C, and D level students spending in the course as compared to “me”. This may help faculty identify content that is not working, and areas that should be reworked. It is a huge driver for student success and retention.

JF: Trying to come to agreements on terminology like what is a course. The data you can get helps you get to the culture questions quicker. You can get the data very quickly, but once you have that data, what do you do with it? You have to look at the same data with at least one other person because it is amazing how differently you view the data and the variety of nuances that arise. One of the biggest perspectives available is the ability to view how much content is in the courses and how many students are actually accessing that content. There is great potential for faculty development, course design, and student success.

With the awareness of all the data and the power of it, what are some of the other questions you are now able to ask and answer that you were not able to previously. 

JF: I am a big believer in the hidden tool of adaptive release. When we tried to do some analytics on our own, I was starting to hear more faculty using adaptive release. Mark put together a report that shows all of the courses that use adaptive release versus those who do not and there is a 10-15% increase in students accessing content in courses that use adaptive release. This was data that would have been impossible to find before using A4L.

If faculty could just see that they are spending a lot of time on a course that students are not using. If you faculty can see that their colleagues are spending less time on developing their courses and having their students access their materials more, than why wouldn’t they rethink how they are designing their course and go talk to those colleagues who are spending less time on development.

EK: At GRCC, we are at the cusp of being able to ask questions surrounding instructor presence in courses and how important that is to students. How do we better train our faculty? Who are our faculty who are using the various tools? There is an amazing amount of potential combining the data that is currently in the student information system with the data in Learn.

Global level outcome reports for general learner outcomes was painful before, and with this tool will be much easier for us. You can use your time to ask questions, process the data, look at trending instead of using all your time gathering the data.

CS: We have very few tools in our tool kit that allow us to merge student information from an SIS with the LMS data. This tool has allowed us to co-mingle those things and be able to look at the data in a very different way. The real power is going to be at that individual faculty and student level.

What documentation is available that will help sell this tool to faculty? Both for those that are interested in using learning analytics, but also those who are resistant?

All reports have a link to the documentation within the tool. Outside of the tool, Blackboard has a series of other documents for different roles. Some institutions have also begun to create their own more custom documentation.

JF: This is a powerful tool which will take some time. You have to use it a little bit every day. As you begin to operationalize and use it on a daily basis, you will get much better using the tool. Although right now I spend 30-40% of my time using this tool right now, however, I do not have to use anyone else’s time to get the data.

EK:¬†The time investment depends on your role. There are reports prepared specifically for deans. Your institution’s set-up will also determine how much time you will spend on the tool. It takes a commitment that involves the entire campus, not just one particular office. It is a collective campus need that requires inclusion from all parties.

For more information on Blackboard Analytics for Learning visit: http://www.blackboard.com/Platforms/Analytics/Products/Blackboard-Analytics-for-Learn.aspx