Playing The Rush: Leveraging Success to Build

Skill and Depth for High Quality Online and Blended

Learning Using Bb 9.1

S.Suzan J. Harkness, Ph.D.

Assistant Dean

Center for Academic Technology

University of the District of Columbia

sharkness@udc.edu

Statistics Spring 2011

• Student population – 5,667 (FTE – 3819)• 52% attending Flagship Institution• 48% attending Community College

• Faculty population (Fulltime) – 231 (Adjunct)- 262

• Courses per semester – 1,700• Helpdesk Support – 24-7-365• Center for Academic Technology – 9 FT Staff

This Session Will Cover

• Strategic Planning– Needs Assessment– Professional Development – data driven– Assessments

• Content Analysis– Design an Instrument – Content Analysis– Implementation Spring 2010 and 2011

• Discuss the Findings• Next Steps

Strategic Planning

•Needs Assessment• Survey Faculty skills and Needs• Instrument: Content Analysis

Nominal in scale/binaryPretest Spring 2010Posttest Spring 2011

•Data Driven Professional Development• 105 workshops: 374 hours over three semesters• Continuous Assessment

Professional Development

Fall 2009 Spring 2010 Fall 2010 Spring 2011

Total Workshops

25 24 56 35

Total Hours 53 170 151 97.5

Webcasts 2 0 0 0

Facilitators 10 10 12 9

Gross seat occupancy

147 313 356 170

Unique Faculty 91 64 181 105

Assessment Findings

•Survey Faculty Skills and Needs• 83% response rate on assessments

• 89% concluded that the workshops were effective in providing tools and applications to assist them

• 100% reported that would deploy the new application(s)

• 100% reported that the workshops were a valuable use of time

• 77% reported that the workshops were excellent training

• 88% reported that the workshop instruction was excellent

• 89% felt that the trainings provided them sufficient comfort and experiences to use the new applications

Content Analysis

• 2010 Examination– Banners– Buttons– Color Scheme– Announcements– Course Info– Syllabus– Faculty Info– Course docs/content– Assignments– Discussion Boards– External Links– Additional Tools

• 2011 Examination– Banners– Buttons– Color Scheme– Announcements– Course Info– Syllabus– Faculty Info– Course docs/content– Assignments– Discussion Boards– External Links– Additional Tools– Grade center– Groups– Additional Resources

Blackboard Use Among Faculty

Spring 2010 Spring 2011 Percent Change

Total Users 209 (58%) 270 (55%) + 29 % users -5 proportion of

usersHeavy Users 131 (35%) 180 (37%) 6%

Moderate Users 78 (21%) 90 (18%) -14%

Non-Users 153 (41%) 223 (45%) 10%

Total Faculty FT Adjunct

362241121

493 231262

36%-4%

117%

Blackboard Use By College and Status2011

Heavy Users Moderate Users Minimal Users

Non Users Total

FlagshipFulltime

44% 15% 3% 38% 100%

FlagshipAdjunct

29% 10% 5% 56% 100%

CCDCFulltime

43% 24% 2% 31% 100%

CCDC Adjunct

33% 18% 2% 47% 100%

Blackboard Use By College and Status

Blackboard Use 2010 to 2011

Let’s Drill Down

• Bimodal distribution –tells us where we need to focus

• 11% of faculty who attended workshops shifted their categorization

• 3% shifted from a nonuser to a moderate user• 4% shifted from a nonuser to a heavy user• 4% shifted from a moderate to a heavy user• <1% shifted from a minimum user to a moderate user

• Discuss the Findings• Next Steps

Discussion & Questions

Thank You

Please provide feedback for this session by emailingBbWorldFeedback@blackboard.com.

The title of this session is:

Playing The Rush: Leveraging Success to Build Skill and Depth for High Quality Online and Blended Learning

Using Bb 9.1