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From Blackboard to Brightspace: developing online learning spaces to foster increased student engagement and deeper learning Dan Robinson, Will Moindrot (Liverpool School of Tropical Medicine); Alex Spiers (University of Liverpool)
Who are we?• Established in 1898• The first institution in the world dedicated to
research and teaching in tropical medicine• Heavy research focus – £300m portfolio • 600 students worldwide, 68 countries• Postgraduate, professional courses, short
courses
Sir Ronald Ross, 1st British winner of Nobel Prize, for discovery of transmission of malaria by mosquito
Founder Sir Alfred Jones, Liverpool ship owner, £350 in 1898
Dagnall Laboratory, still in use today
Venom extraction at LSTM herpetarium
School at turn of century
Our emblem, which is now embodied in our logo
Current work includes: Impregnated Bednet trials, Zika virus forum, Serious Gaming
Background to change• Historically systems and support provided by University of Liverpool• Recognition in 2013 following HEI status LSTM would need it’s own
systems• 2013/14 Review of school requirements and evaluation of VLEs• 2014/15 Implementation: configuration and integration• December 2014 first pilot course in BrightSpace• Full rollout September 2015
Institutional Challenges• Catering for a diverse student population
• Managing the user experience of different types of students
• Developing systems for future requirements• Integrating with an immature IT infrastructure• Integrating with a SIS which was in development• Sharing of good practice
Requirements Non teaching spaces
• Student and staff community spaces• Programme homepages
Early access to systems - Pre course engagement with students• Managed via the SIS
Personalised user experience• Use of multiple staff and student roles
Staff access to all courses • Use of ‘observer’ role
Integrations• SSO• LTI• SIS
Visual appeal
Use of roles to enable a personalised experience.
“Observer role”
Welcome widget
Integration with Zopim (live client)
Current Clinical Challenges in Tropical Medicine (Trop 938)
• 3 months, 1st Semester • 16 students • 10 topics (HIV, TB, …)• For each topic, clinical case scenarios with questions released via
Brightspace 5 days in advance to complete prior to contact time
Summary stats by topics
Overal Median (IQR) per topic Min Max
Cases scenarios 43 5 (3, 5) 1 7
Questions 221 23 (19, 28) 3 34
Posts 2338 246 (169, 317) 34 353
Post Expected 3536 368 (308, 444) 48 544
H I V TB D ia rr hoea R esp hea lt h Ma la r ia Neur olog y MNH NT D Ana emia NCD1 2 3 4 5 6 7 8 9 10
0%
20%
40%
60%
80%
100%
120%
88%
84%
110%
61%
64%
73%
58%51%
71%
36%
Posted/expected threads over the time of the modulePosted/expected threads
Summary stats by studentsOveral Median (IQR) per
student Min Max
Responses Posted 2300 (16 students)
142 (115, 179) 53 221
Reads of others posts 503 (13 students)
13 (6, 37) 0 158
Replies 63 (10 students)
1 (0, 7) 0 17
Average mark in % (exam 1 + 2)
80 (76, 84) 65 95
Photo by Marc Wathieu - Creative Commons Attribution-NonCommercial License https://www.flickr.com/photos/88133570@N00
“The discussion board for answering case discussion was a really great tool. It made answering the questions all the more fun.”
1
Photo by Marc Wathieu - Creative Commons Attribution-NonCommercial License https://www.flickr.com/photos/88133570@N00
“Many of the case studies were very helpful ways of approaching topics and issues.”
2
Photo by Marc Wathieu - Creative Commons Attribution-NonCommercial License https://www.flickr.com/photos/88133570@N00
“I think the case discussion preparation was helpful to learning.”
3
Photo by Marc Wathieu - Creative Commons Attribution-NonCommercial License https://www.flickr.com/photos/88133570@N00
“Clinical cases, and the possibility to read the other students' answers and approaches was very interesting.”
4
The future• Continuous delivery - eek!• Developing approaches to support off campus delivery• Promotion of the Learning Object Repository• Timetable integration• Revisit navigation + design in light of student and staff feedback