IADT and BLACKBOARD WebCT

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• IADT and BLACKBOARD (WebCT) -
• finally blended?
• Barry McIntyre,
• School of Business and Humanities, IADT

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First personal transformative experience
Learning vs Teaching
Bowe 2005, DIT PG Cert. in 3rd Level Learning and
Teaching
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Second personal transformative experience
As a lecturer you must remember students should
be seen as subjects of learning and not as
objects of teaching (Portimojarvi)
External tutor on the DIT PG Diploma in 3rd
Level Learning and Teaching, 2006
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Outline

• Introduction and terminology
• Research question
• Background to my research
• What is Blackboard (formerly WebCT)?
• Rationale, research objectives, contexts, themes
• Masters research process
• Research methodology
• Results and discussion
• Recommendations for IADT

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1. Introduction and terminology
The operational definition of Blended learning
for this study was .complements traditional
face-to-face delivery and assessment of modules
with technology to enable online delivery and
assessment (in both synchronous and asynchronous
mode).
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Devine (2007) gives a true flavour of the
pedagogical approach when he talks about the
meaningful metrics of the situation, which
include the percentage of delivery that is
face-to-face, self-directed, project-based
and the percentage of time spent on- campus
versus time spent off-campus.
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Not all one way
Oliver and Trigwell (2005) argue The term
blended should either be abandoned or, at the
least, radically reconceived further stating
that learning from the perspective of the
learner, is rarely, if ever, the subject of
blended learning. What is actually being
addressed are forms of instruction, teaching, or
at best, pedagogies. (p.1)
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2. Research question
Within the Dun Laoghaire Institute of Art, Design
and Technology (IADT), what issues arise for
Department of Business and Enterprise Lecturers
and Students in the use of the Virtual Learning
Environment (VLE) WebCT?
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3. Background to my research

• DIT Masters of Arts in Third Level Learning
  Teaching 2006/2007 (Awaiting results!)
• DIT Postgraduate Diploma in Third Level
  Learning Teaching 2005/2006
• DIT Postgraduate Certificate in Third Level
  Learning Teaching 2004/2005

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• 13 years VLE experience supporting learners
  (My own, Blackboard, Intranets.com (now
  WebEX), Top Class, WebCT now Blackboard,
  Moodle and Sideshowbob (IADTs internal)
• ILTA and EdTech 1 - 9
• Gained insights into common problems,
  benefits of blended learning and where it fits
• Bonus Problem Based Learning (PBL) online!

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4. What is Blackboard?
Computer package for delivering blended learning
a flexible and integrated web based
application or virtual learning environment
(VLE) where technology is used to promote
inquiry, encourage and support discussion and
motivate collective co-operation

(Blackboard website, 2007).
Known as Blackboard since January, 2007
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What term does your institution use?
Source Sloan-C blended learning website,
December 2007
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IADT and VLEs

• 1998 to-date Sideshowbob (SSB) - Internal
• 2000 Blackboard.com - modules (2 staff)
• 2001 Intranets.com modules (2 staff)
• 2002 Pilot WebCT Campus Ed 4.0 (2/3 staff)
• WebCT (Campus Ed. 4.1) (5 staff)
• (19 staff)
• WebCT (Campus Ed. 6.0) (65 staff -
  explosion and implosion!)
• Blackboard updates (117 staff)

Known as Blackboard since January, 2007
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IADT e-Learning Committees
E-Learning Steering Group (ELSG) E-Learning
Interest Group (ELIG) (IADTs chapter of the
Irish Learning Technology Association (ILTA) -
35 members (Teaching Learning sub-committee
of Academic Council)
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IADT students on Blackboard
1780 enrolments in all Schools on Blackboard
Information supplied by IADTs Educational
Technologist.
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Lecturers and modules on Blackboard
A substantial number of modules are not live
(not available to students just
prototypes) About 10 lecturers have modules on
the system without any registered students on
them. Information supplied by IADTs Educational
Technologist.
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5. Rationale for my study

• High level of student absenteeism (in higher
  institutes of education)
• Department of Business and Enterprise (IADT)
  Programmatic review 2005 (HETAC) 100 CA
  (increased programme/module communication and
  documentation)
• Adding to the debate in IADT supporting the
  use of a VLE

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Research objectives

• To explore impact of a virtual learning
  environment (VLE) on lecturers and students
  online activities
• To analyse lecturers and students
  perspectives on using a VLE
• To make recommendations to IADT on the use and
  development of the VLE across the Institute into
  the future.

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Research contexts

• Global 97 of institutions using a VLE
• National 100, NDLR impact
• Institutional - IADT Strategic Plan
  - Dept. of Learning Sciences
  - Educational Technologist - VLE pioneers
• Key drivers
• Quality NQAI, HEA, SIF
• Key skills for employability - IBEC, IUA
• Access to learning - DoES

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4 Themes emerged from Literature Review
(i). Attitudes to e-learning (ii). Technology
infrastructure used to support a blended learning
approach (iii). Institutional framework and
supports for e-learning and teaching in
IADT (iv). Pedagogical implications of using a
VLE.
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Masters Research Process
Theoretical perspective (philosophical
stance)Interpretivist Epistemology (Theory of
knowledge)Social Constructionism Methodology
Mixed Method Research -
Quantitative and Qualitative Data Collection
Methods Survey
questionnaires, focus
group interviews, student tracking
(Crotty, 1998)
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Research plan
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(a). Survey questionnaires
Pilot2 students from each degree cohort DL231-3,
DL242-1 DL243-42 lecturers from the Department
of B E. Fieldwork62 students completed the
questionnaire, (53 response rate from the
potential 117 registered students attending the
three degree programmes)9 lecturers (47
response rate)Analysed with SPSS
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Student responses
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(b). Focus groups
2 separate sessions Students - 6 (2 from
each degree cohort) Lecturers - 7 Scripts
(with timings) for moderator prepared Moderator
independent Samples chosen from questionnaire
respondents Participant agreement in
advance Ice-breaker cards critical
incidents Recorded on MP3 player, flip
charts Lunch sponsored by Dept of B Enterprise!

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(c). Student Tracking
Analysis of student usage of WebCT Usage pattern
over a day, a week or the entire year of the
programme Length of time logged-on How site is
navigated Pages viewed Time per view Number of
discussions visited/contributions Overall summary
of hits.
3 data collection methods triangulation of data
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Data collection phases and outputs (October 2006
June 2007)

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Rationale for using Blackboard - student
Makes business much more interesting
Disagree (rating 4-5)
Neutral (rating 3)
Agree (rating 1-2)
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Student overall confidence in using Blackboard

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Frequency of using the internet outside IADT
(students)
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Frequency of using Blackboard (students)

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Length of time students spend logged onto
Blackboard
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Time of day Blackboard accessed (students)
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Tracking data for all three degree cohort sites
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Tracking data for all one student
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Tracking data for the Department of Business and
Enterprise site
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Conclusions and Recommendations
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(i). Attitudes

• Agreement on some form of VLE needed
• Influence of champions within IADT
• Resource (assistive technology) not a substitute
• Ability to work from home (lecturers)
• Huge take-up by lecturers in 2007 but not all
  using it EVER?
• Under investment in technological initiative
• Carry over of doubt since 06 crash (both)
• Perceived lack of commitment among key
  influencers

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(ii). Technological

• Best advantage accessibility outside IADT(both)
• Secure environment no spam (lecturers)
• Lecturers only using a limited amount of
  functions TRAINING SUPPORT
• User interface design could be improved
• Huge access to broadband issues - LOBBY
• Internet Explorer 7 not supported (SOLVED)
• Reliability (Crash in IADT in 2006, 2007) ?
• Campus Edition 6 more stable - CONFIDENCE

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Technological (Cont)

• Technical difficulties
• internet access some lack of
  confidence when using ICT firewall issues
  pop-up blocker
• Java not working computer speeds
  links breaking down passwords forgotten
• - DONT UNDERESTIMATE

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(iii). Institutional supports

• (Continued) Training and supports (focused)
• Induction mandatory
• Incentivisation for staff (and students)
• Continued investment by IADT
• Continue with institutional committees
• Establish E-Learning champions on each
  programme year and for each programme
• Establish E-Learning committee within Dept
  School (input to IADT Strategic Plan)
• Collaboration and expanded links with BB User
  group, ILTA, NDLR, EDEN, ALT, ALN etc.

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(iv). Pedagogic

• Fundamentally - What is it? What is it for?
• Access to notes (students)
• Training on pedagogy asked for
• Improved navigation and design
• Use of collaborative tools
• Qualification(s) in learning and teaching needed
• Off-campus course delivery in IADT from a
  recognised learning teaching institution
• Attendance at e-Learning Summer Schools
• Balance between technology and ed. theory
• Involvement of commercial firms

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Turning point

• PUSH
• Directors email to all staff
• .and that the adoption of WebCT is a mission
  critical task to be completed this year
• (Devine,
  2007)
• All students put up on Blackboard
• PULL
• Blackboard Clinics twice weekly
• Educational Technologist Muiris OGrady
• Department of Business Enterprise SITE
• LILRC (Library) SITE

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IADT finally blended?
Reflection 9 To blend or not to blend?
that is the question!
whether it is more noble in the mind to suffer
the slings and arrows of outrageous fortune
or by opposing, end them.
Shakespeares Hamlet.
(IADT)
(disconnection)
McNutt, 2008
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Hamlets dreams
For his step-father - the king The plays the
thing wherein Ill catch the conscience of the
(academic) king(s)
We need better players to capture the
consciences on the possible from blended
education
EdTech is the way!
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Acknowledgements

• Dr. Jen Harvey, Head of Lifelong Learning, DIT
• Dr. Roisin Donnelly, LTC, DIT.
• Dr. Brian Bowe, Programme Co-ordinator, DIT
• Fellow participants on MA
• Learning Technology Team (LTT), DIT
• School of Business and Humanities, IADT
• Department of Business and Enterprise, IADT
• Students on DL231-3, DL242-1, DL243-4
• Marion Palmer Muiris OGrady
• ICT Dept, IADT

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References
Crotty, M. (1998) The Foundations of Social
Research Meaning and Perspective in the
Research Process. London Sage. Portimojarvi, T.
(2006) Electronic communication on discussion
board for PG Diploma in 3rd Level Learning and
Teaching, February 13, 2006. van Ryneveld, L
(2000) What is Constructivism? Online available
from //hagar.up.ac.za/catts/learner/lindavr/linda
pg1.htm Accessed 20th December, 2006.
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APPENDIX
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Attitudes to blended learning

• Attitudes among the Governing Body of IADT-
  opportunities afforded by blended learning and
  how these could be integrated into both the
  Institutes philosophy and its five year strategic
  plan
• concept of rigorous benchmarking of the
  performance of existing and or newly recruited
  academic staff
• industrial relations consequences of an enforced
  training programme on blended learning or any
  other teaching initiative

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Attitudes (cont)
Senior lecturing staff to training in an
unfamiliar field such as blended learning
Lecturers to the opportunities afforded for
career advancement through the active embracing
of initiative such as blended learning All
academic staff either positive or negative to
pathfinder individuals who might be accused of
rocking the boat by their own enthusiasm for
what some may still see as an alien concept and
threatening initiative
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Attitudes (cont)
Technical and support staff to the potential
increase in workload generated by a change in
corporate philosophy focussed on major
initiatives such as an integrated shift towards
blended learning Students towards potentially
contradictory approaches employed by different
lecturers during transition phase which might
span all or almost all their academic
studies Award year students to a perceived
increase in quality of delivery being afforded to
entry level students Intra/inter class groups to
a shift away from traditional learning methods to
an increasing emphasis of the use of blended
learning.
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