Transcript Blackboard UGC - Barcelona 2004

Buckinghamshire Chilterns
UNIVERSITY COLLEGE
How did we ever survive without the
Blackboard Content System?
Dr Helen Fletcher
Buckinghamshire Chilterns University College
&
Narayan Prasad
Blackboard Global Services
Outline of this presentation
 Examples of issues concerning BCUC
 Working with the Blackboard Global
Services Team on the planning for, and
implementation of, the Blackboard Content
System
 Examples of how we are addressing issues
at BCUC using the Blackboard Content
System
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Issues concerning BCUC
 Students need to hold a record of their Personal
Development Plans
 Paper, MS Word
 Faculty staff need to publish their research profiles
 HTML, Faculty webmaster,
 A module may be taught by several lecturers
 Difficult with Bb LS 5.5
 A module might be used by students at BCUC and
at our Strategic Partner FE Colleges
 Difficult with Bb LS 5.5
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More issues concerning BCUC
 Keeping track of digital copies is becoming difficult
 Multiple unconnected records?
 Searching for anything is difficult
 Re-inventing cataloguing?
 Difficult to ensure everyone is working to the same
version of a document during the course validation
process
 Multiple paper and MS Word versions?
 Need to ensure the approved course documents are
available on the Web
 MS Word to HTML then Webmaster?
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Rapid Planning & Implementation of
Content System
Objective
• Satisfy BCUC’s vision to manage enterprise content
using the Blackboard Content System
Blackboard Activities
Through systematic and structured discussions, the
fundamental concepts of unified content strategy were
examined:
 Getting a better understanding of BCUC’s content
lifecycle – various phases of content development
such as creation, review, management and delivery
 Analysing the content lifecycle to identify the players
(content producers, reviewers and consumers) and
issues
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Rapid Planning & Implementation of
Content System (Cont.)
 Performing a substantive audit of BCUC’s content
and determining the business requirements to
understand the organisation’s goals and needs
 Comprehensively reviewing BCUC’s use-cases to
perform an in-depth analysis
 Deriving directory structures and content
authorization to identify access rights for all the
content based on identified roles for all players
 Designing appropriate metadata to enable proper
processing and searching of content elements.
Outcomes
• A full implementation of the content system complete
with directory structures and permissions model
appropriate for the BCUC environment
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Deliverable – Project Implementation Plan
 Project Implementation Plan
 BCUC Background
 Content management vision
 Tasks & Milestones
 Resources and hardware capacity planning
 Operations – policies and procedures
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Deliverable – Content Planning &
Implementation
 Methodology & Approach
 Review of all use-cases
 Modeling and analysis
 Producers, reviewers and consumers
 Products
 Permissions
 Directory Structures
 Metadata analysis and design
 Mapping to Blackboard Learning, Portal and
Content System functionalities
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Personal Development Planning (PDP)
 Students need a record of their personal
development plans for
 job hunt
 lifelong learning
 E-portfolio in PDP
 Simple to write to, with Academic Tutors
 Passes used as references for employers or universities
 Alumni take it away as a web page
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Staff Profiles
 Faculty staff need to publish their research
interests on the web
 This is too hard with our ‘normal’ web
 E-portfolio can be used and easily publish
direct to the web
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Sharing Content
 A module might be taught jointly by several
lecturers
 A module might be taught across our
Strategic Alliance
 This collaboration was hard work with Bb LS
5.5
 The Content System allows easy sharing
from a ‘tray’ of files
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Management of the e-library
 The ‘library’ is responsible for the legitimate
copying of digital materials
 This is easily managed with e-Reserves
 Use of Dublin Core metadata ensures easy
access to learning objects later
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Course Validation Process
 Ownership of course development documents by
the faculty during development
 Ownership of the formal documents by the
institution (Academic Registry) once validated
 Simple publication of necessary documents (eg
programme specifications) on the web for FOIA and
TQI
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Organisations
 One for each faculty and department to
share local documents
 Design, Technology, Health, etc
 Learning and Information Services, Academic
Registry, etc
 One for each committee or working party to
share formal documents across BCUC
 Senate, Academic Audit Committee, etc
 Information Strategy Steering Group, Technical
Working Party, etc
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Plans
 Two faculty champions initially using CS with
LS
 LIS to use the Content System for
departmental procedures, etc
 Information Strategy Steering Group and
Technical Working Party to use for papers
for meetings
 E-portfolio to be used with academic tutors
through SCPE for PDP
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Issues
 Network files versus Bb CS files
 Traditional website versus Bb CS
 Training requires careful planning
 Learning system is easy to use for all
 Content System is more difficult
 Policies and procedures to be agreed
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