This is an analysis of the online course Teaching with Blackboard 9.1.

It overviews the problem analysis, preliminary goal statement, and learner analysis of this online course.

Analysis
Introduction to Teaching Online with Blackboard 9.1

Thomas Robb | EDTECH 512 | Fall 2010

CONTENTS
Problem Analysis ...........................................................................................................................................................2 Problem Statement .......................................................................................................................................................3 Preliminary Goal Statement ..........................................................................................................................................4 Standards Addressed .....................................................................................................................................................4 Instructional Context .....................................................................................................................................................4 Infrastructure of West Hills Community College .......................................................................................................4 Technical Support Staff ..............................................................................................................................................5 Personnel Support Staff .............................................................................................................................................5 Allocated Personnel for Teaching Online with Blackboard 9.1..................................................................................5 Learner Location and Technology ..............................................................................................................................5 Learner Analysis .............................................................................................................................................................5 General Characteristics ..............................................................................................................................................5 Motivation .................................................................................................................................................................7 Communication skills .................................................................................................................................................8 Prior Knowledge ........................................................................................................................................................8 Abilities ......................................................................................................................................................................9 Learning Task Map .......................................................................................................................................................11 TOAB (Task-Objective-assessment item blueprint ......................................................................................................12

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ANALYSIS OF ONLINE COURSE

TEACHING ONLINE WITH BLACKBOARD 9.1

PROBLEM ANALYSIS
The Introduction to Teaching with Blackboard 9.1 course will help to solve a training need at West Hills Community College. This is the learning management system adopted by our college and it is used by many faculty members to enhance their students learning as well as to teach fully online and hybrid courses. Currently there are two educational technology specialists to support faculty at two college campuses as well as one center. These specialists troubleshoot problems in the system, train faculty and staff, and develop learning materials to support student preparation to use the system. In the fall 2010 semester, there are 155 web-enhanced courses and 96 fully online courses. Faculty new to Blackboard are provided with approximately two hours of one on one training and are provided follow up materials and support when needed. Fully online instructors are provided with multiple training days and assistance with developing content within their course. This semester there were two instructors that were new to teaching fully online. Each semester, faculty choose to web enhance their courses but have little training support available to prepare them to use various tools in the system. The Educational Technology Specialists that train faculty give priority to fully online faculty during the beginning of each semester which leaves little time left for other faculty. During a recent survey, of which 29 faculty responded, 20 faculty agreed or strongly agreed that a course would be a beneficial way to learn how to use the system and to teach online. Only six faculty responding were currently not using Blackboard for any reason. A majority of faculty that were using Blackboard were doing so to teach fully online courses. In addition, many of the new tools available in the newest version are being underutilized. See the chart on the next page for specifics.

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When faculty using Blackboard were asked to explain why they were not using the tools in Blackboard, the highest responses on the survey related to not having the time to learn how to use the tools or because they were unsure how they worked from a technical perspective. The table below lists all reasons provided by faculty as to why they are not utilizing the newer tools available in Blackboard.
6 2 1 10 4 1 5 0 1 2

I'm unsure how they work from a technical perspective I'm unsure how to use them to teach my students There are technical problems with the other tools I do not have time or have not taken time to learn how to effectively use any new tools There are other tools available outside of Blackboard that are more suited to my needs They are not relevant to my discipline The tools I use are more consistent with my pedagogical beliefs in teaching Some of the tools enable students to cheat or plagiarize My publisher has better resources already built that I use with my students Other

35% 12% 6% 59% 24% 6% 29% 0% 6% 12%

The survey is available at http://tinyurl.com/233lg7a.

PROBLEM STATEMENT
West Hills College has a new learning management system which is currently used to support distance learning efforts in the district as well as to supplement face to face instructional activities. Increasing numbers of faculty are using the system each semester with relatively little support available to them during at a time that suits their busy work schedules. In addition, based on survey responses, it appears there is a gap between the systems capabilities and the tools that are being utilized. The same survey reveals that this is due to time to invest in 3|P a g e

learning or a lack of understanding of how they can be used. A majority of faculty currently using the system, feel that instruction would be beneficial and intend to enroll in the course.

PRELIMINARY GOAL STATEMENT

Gagnes Category of Learning Verbal Information Intellectual Skills Cognitive Strategies Attitudes Goal Statements When given four modules of instruction, faculty will generate a unit or module of instruction consisting of an intuitive navigation structure, one or more content items, at least one interactive tool, and develop a communication plan for use by their students.

STANDARDS ADDRESSED
The standards addressed in this document are consistent with those measured in Quality Matters. At present, the sections represented in this Introduction to Teaching with Blackboard 9.1 course will represent the beginning of our goal to reach the QM standards in our online and web-enhanced courses. The standards addressed are available at http://qminstitute.org/home/Public%20Library/About%20QM/RubricStandards2008-2010.pdf.

INSTRUCTIONAL CONTEXT INFRASTRUCTURE OF WEST HILLS COMMUNITY COLLEGE

The Academic Training and Technology (ATT) Department at West Hills College has a system consisting of faculty and technical support. The system involves initial training of faculty in many aspects of technology including designing and developing classes, training on recommended and best practices, and implementation of fully online programs. The staff in ATT develop orientation courses and web pages to prepare students to participate in distance education and web-enhanced instruction. In addition, there are currently contracted personnel to assist with provision of feedback and tutoring for students having difficulties in writing and mathematics. ATT currently has two media labs for faculty development consisting of ten total desktop computers that are updated as budget and resources allow. They currently contain all of the following: 1. 2. 3. Ten desktop multimedia computers with plenty of disk space, Internet connectivity (high speed), and web-cameras/microphones. Audio visual equipment is available for checkout from the two libraries on both college campuses. Software includes Microsoft Office Professional, Adobe CS4 (website editors and digital media editors, and graphics programs), Captivate (vodcasting/podcasting), Camtasia Studio, and video editing software for digitizing videos. Access to a shared network of files and training materials for access to personal web space. Access to a training support materials on our Sharepoint portal including tutorials, support materials, and templates.

4. 5.

The labs are available for faculty use at anytime. Faculty also have access to a college laptop with productivity software and access to additional software upon request. 4|P a g e

ATT staff currently have state of the art computers with similar software as the labs, access to Blackboard 9.1. Full time faculty and part time faculty are provided training in between classes and are encouraged to utilize the lab to enhance their students learning experience. All faculty are provided support by the two educational technology specialists.

TECHNICAL SUPPORT STAFF

Faculty and students are currently supported through our Helpdesk which focuses on solving technical aspects encountered by students and staff including logging into the system, correct browser configurations, and other related issues often encountered in online courses and our registration system. Support is available in person, via telephone, online chat, or email.

PERSONNEL SUPPORT STAFF

Faculty are supported by ATT facilities and through the two educational technology specialists. They have access to the labs Monday through Friday from 8AM to 5PM on two separate college campuses. These two personnel have experience in computer troubleshooting, graphic design, web development, and online teaching strategies and systems. Rich Feedback is contracted to provide teaching assistant functions based upon individual faculty need and the needs of the course.

ALLOCATED PERSONNEL FOR TEACHING ONLINE WITH BLACKBOARD 9.1

The two educational technology specialists with the support of input from faculty and their Vice Chancellor will be allocated to support and design this project. The ITS department which supports the colleges technology infrastructure and network will be consulted as needed for specific aspects of the course. Other support staff will be identified and included as the project develops.

LEARNER LOCATION AND TECHNOLOGY

Learners will include faculty new to teaching online or utilizing Blackboard. It is anticipated that learners will be located within the regional service area of ATT, but those that do not will be reached for face to face aspects of the course via an online web-conferencing tool utilized by community college faculty and staff throughout California. The current web-conferencing system being utilized is Elluminate and distance faculty will have access to this on an as needed basis. To be able to access the course, faculty must be able to access and use computers and the web from their offices or home. IF unable to do so, laptops can be checked out from their department or from the Learning Resource Librarys on each college campus.

LEARNER ANALYSIS GENERAL CHARACTERISTICS

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A total of 166 faculty teach for West Hills College. Of this number, 29 responded to the survey. Only 6 faculty responding do not use Blackboard. Of the 23 faculty using Blackboard, there are 16 teaching a web enhanced course, two teaching a hybrid course, and 12 teaching a fully online course. The following represent the various ages within the responding faculty.

The following represent the genders of responding faculty.

The following are the educational level of faculty.

When asked about technologies readily available and those commonly used to develop web based courses, the following are the faculty that have had experience with the stated technology:

Technology use or Skill Developed web pages Developed instructional media such as videos Used Blackboard and other Learning Systems previously

Number 12 10 21

% 41% 34% 72%

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Used write pads Used clickers Used Electronic grade books Taught fully online Web enhanced my course Regularly use publisher materials Used instructional media (videos, mashups, and other web based multimedia) Productivity Software (Powerpoint, Word Processors, Spreadsheets, Databases) Used asynchronous communication tools (Discussion boards, blogs, journals) Emailed to communicate with students Used virtual classroom or web conferencing to meet with students Uploading and downloading files

4 11 18 15 22 18 15

14% 38% 62% 52% 76% 62% 52%

19

66%

18

62%

25 6

86% 21%

24

82%

MOTIVATION
A majority of faculty responding to the survey are currently using Blackboard. Of that, 26 agreed or strongly agreed that this course would be beneficial for both new and existing Blackboard instructors. Many faculty also stated that they would self-enroll in a course as follows:
12 3 4 I would not enroll 5 0 9 8 17% 0% 31% 28%

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5-

I would definitely enroll

24%

Of the five faculty responding that they would not enroll, many of them do not see the relevance of Blackboard to their discipline and all of them were counselors. Based on their likeliness to enroll in the course and the fact that many existing users felt it would be beneficial, it seems that there exists a level of motivation for this instruction.

COMMUNICATION SKILLS
Faculty were asked to rate their online communication skills. The vast majority of responses indicate that they are in the middle to advanced in ability to communicate in an online environment. The following table represents their responses:
12 3 4 5Expert online communicator Needs Improvement 0 1 6 16 6 0% 3% 21% 55% 21%

PRIOR KNOWLEDGE
Of the responses received, 23 faculty are currently using Blackboard. Of this number, the following represents the tools they are currently using within Blackboard to enhance or teach their students education.

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The following table represents what feedback tools faculty are using with their students:
Quick Comments in Grade Center Feedback mechanism in Test Manager Questions Provide feedback via discussion boards Early Warning System Messages Feedback mechanism in the Assignment Manager Feedback Mechanism in Turnitin Via the Send Email tool Through rubrics Virtual classroom/chat Other 9 5 9 3 4 1 14 2 1 4 39% 22% 39% 13% 17% 4% 61% 9% 4% 17%

ABILITIES
The following table represents users frequency of utilizing the web for teaching their students:

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1 = Never 5 = All the time No learners indicated that they have a disability; although the learning materials will be developed to meet accessibility standards for documents, the web, and for multimedia to provide a model for instructors to use when developing their content.

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LEARNING TASK MAP

The following learning task map describes the entry level skills identified as necessary for faculty to utilize Blackboard. Given video tutorials and reading articles, faculty will learn about tools relative to each goal (dark blue at the top). The relationship of each subskill is not delineated by an arrow nor are they numbered, with the exception of Learning Task 1.0 (Develop and Create Navigation Structure). This reflects the colleges adherence to academic freedom of faculty to utilize tools that best suit the instructional unit they have developed at the Entry Level Skill/Task level (indicated by the dotted line).

1.0 Develop and Create Navigation Structure

2.0 Identify, develop, and Create Digital Content

3.0 Identify, Develop, and Create Interactive Component of Course

4.0 Adopt Communication Plan for students

Create content navigation item

Produce content item

Create Assignment upload area

Create an Announcement

Create tool navigation item

Upload external file to Share

Create Discussion Board

Create item on Calendar

Create external link

Create textbook link

Create Blog

Develop Tasks Items

Delete unnecessary navigation items

Create digital mashup

Create Journal

Produce and send an Email

Create Wiki

Develop and utilize Early Warning System rule

1.1 Identify

Navigational Features

2.1 Identify Choose

Content Items Content Item

3.1 Identify Choose

Interactive Tool Tool that best suits instructional unit

4.1 Identify Choose

Communicati on Tools

Choose

Navigation structure

Communicati on tool

Entry Level Skills

Keyboarding skills (50 wpm) Ability to upload and download files Work in a Windowsbased computer environment Ability to connect to the Internet Comfortable navigating in web environment Developed a unit of study to share with students online Obtained access to online course shell in Blackboard 9.1

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TOAB (TASK-OBJECTIVE-ASSESSMENT ITEM BLUEPRINT

The following TOAB was developed from (Davidson-Shivers & Rasmussen, 2006) Web-Based Learning textbook. It overviews each learning task item and outcome level. Due to the stated comfort level of learners, educational level of the learners (consisting of masters degree and doctorate students), and academic freedom clauses involved with utilizing the system, the Outcome Levels are geared towards higher level thinking. Number 1.0 Learning Task Item Develop, and modify the navigational structure of learning unit Identify navigational features and menu items used to modify Delete unnecessary navigation items Create external link Create content item link Create tool item link Develop and create content item Objective Outcome Level Intellectual skills: Verbal Information Concrete concept Verbal information Assessment Item

1.1

1.2 1.3 1.4 1.5 2.0

2.1 2.2

2.3

Identify and define content items available in Blackboard Produce content item consisting of text and or pictures Upload file to share

Intellectual Skills: Rule Intellectual Skills: Rule Intellectual Skills: Rule Intellectual Skills: Rule Intellectual skill: Rules and Defined/Concrete Concepts Verbal Information Intellectual skill: Concept Rule using Intellectual skill: Concept Rule using Intellectual skill: Rule using Intellectual skill: Rule using Defined concept Intellectual skill

2.4 2.4

Create textbook link Create digital mashup (You Tube) Develop, and Create Interactive Component of Course

3.0

3.1

3.2 3.3

Identify and define Tools in Blackboard including assignment manager, discussion board, blog, journal, and wiki Create assignment upload area Create discussion board

Verbal Information

Intellectual Skills: Rules Intellectual Skills: 12 | P a g e

3.4 3.5 3.6 4.0

Create blog Create journal Create wiki Adopt Communication Plan for students

4.1 4.2

Identify communication tools available in Blackboard Create announcement

Rules Intellectual Skills: Rules Intellectual Skills: Rules Intellectual Skills: Rules Intellectual skills: Defined concepts Rules Verbal information Intellectual skills: Defined concepts Rules Intellectual skills: Defined concepts Rules Intellectual skills: Defined concepts Rules Intellectual skills: Defined concepts Rules Intellectual skills: Defined concepts Rules

4.3

Create Calendar Item

4.4

Create Task List

4.5

Produce and send email

4.6

Create and utilize early warning system rule

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