Making the Most of IT: Campaign Report
1.
Executive Summary .............................................................................................................. 2
2.
Project Rationale ................................................................................................................... 2
3.
Campaign Methodology ........................................................................................................ 2
3.1 Research Questions ........................................................................................................ 2
3.2 Publicity ........................................................................................................................... 3
3.3 Focus Groups .................................................................................................................. 3
3.4 Analysis Methodology...................................................................................................... 3
4.
Results and Analysis ............................................................................................................. 5
Q1. What do you want from technology to enhance your learning at the University of
Bradford? ........................................................................................................................ 5
Q2. How would you rate the technology currently available at the University of Bradford? ... 8
Q3. How satisfied are you currently with the use of technology to enhance your learning
experience? .................................................................................................................... 8
Q4. How would you rate your general satisfaction of the technology in relation to your
learning experience? ..................................................................................................... 10
Q5. How do you want technology to enhance your learning experience? ........................... 10
Q6. What technologies in particular would make the biggest difference to this and why? ... 12
Q7. What specific additions/amendments could be made to improve Blackboard? ............ 14
5.
Policy Recommendations .................................................................................................... 18
Resources (Main Considerations) ....................................................................................... 18
Students Personal Learning Experience (Main Considerations) ......................................... 18
1
1.
Executive Summary
This report contains the results, analysis and recommendations of the Make the Most of IT
campaign run by the University of Bradford during the month of May of the 2012/13 academic
year. The campaign was initially created, following a similar campaign at Liverpool Guild of
Students earlier in the academic year. Although identical questions were used, this survey’s
approach represents a more qualitative analysis that is enriched with the students own personal
experiences rather than developing a predominantly quantifiable piece of research. This
campaign was run to take into account the ‘student voice’ on the issue of technology and how this
tool can be used to enrich the students own learning experience.
This report focuses on:
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2.
The variations in user experience and Blackboard (students learning experience).
Purpose of technology (key areas for continued development).
Types of technology (specific technological investment).
Project Rationale
The aims of the project have been to deliver an approach that has predominantly considered and
being influenced by the end-user experience; which in effect would, in part, be defined by the
student voice. This campaign aimed to engage students in a discussion about how they want
technology to support their academic experience at the University of Bradford.
3.
Campaign Methodology
1. Question generation – following the success of the Making the Most if IT Campaign run by
Liverpool Guild of Student identical questions were used to support the University of
Bradford’s pilot campaign
2. Publicity and communication – to develop a high profile campaign within a short time
period to gather sufficient student input and data as possible
3. Analysis - using five open-ended qualitative questions together with two quantitative to
develop key themes and priority areas that students would like to see improved
4. Policy – using the results to support a number of policy recommendations
3.1 Research Questions
Five research questions were replicated from the Making the Most of IT survey run by the
Liverpool Guild of Students. The questions were designed to create a qualitative response. Two
quantitative questions were also added to the survey to provide a general overview of how
students rated the technology and their general overall satisfaction at the University of Bradford.
The following questions were included in the final survey:
Q1. What do you want from technology to enhance your learning at the University of Bradford?
Q2. How would you rate the technology currently available at the University of Bradford?
2
Q3. How satisfied are you currently with the use of technology to enhance your learning
experience?
Q4. How would you rate your general satisfaction of the technology in relation to your learning
experience?
Q5. How do you want technology to enhance your learning experience?
Q6. What technologies in particular would make the biggest difference to this and why?
Q7. What specific additions/amendments could be made to improve Blackboard?
The five qualitative research questions (Q1, 3, 5, 6 and 7) had formerly been tested on a small
group of students/staff at the Liverpool Guild of Students for authenticity purposes.
3.2 Publicity
The campaign was designed to actively engage students in thinking about the current technology
at the University and to include areas for improvement with regards to both their personal learning
experience and the continuing growth and variation in modern technology. The survey was
created within Survey Monkey and the link was publicised through a variety of channels which
took into account the time restrictions and the approaching end of academic year:
1. All international students and university accommodation students email (inviting them to
participate in the study and to join one of two focus group workshops).
2. Social Media (Bradford Students Union Facebook with access to around 6,000 students).
3. The Learning Support Services Website.
4. The library PC desktops.
5. The Student Union Sports and Society Website.
6. Posters displayed in the social spaces highlighting the campaign and focus-group
workshops (Atrium and Student Central).
However, the most significant element of the consultation involved creating an informal stall, which
was set up in social spaces around the main campus and School of Management which enabled
one-to-one discussion/end-user input and focus-group interaction. Over a three week period a
staff member used portable technology (an IPad) and engaged with students by explaining the key
objectives of the Campaign. Responses were collated through Survey Monkey and then analysed
independently; immediately following the survey’s deadline date.
3.3 Focus Groups
Two focus group workshops were set up and published. However, due to both the short notice
involved and the time of year (end of academic year), course work deadlines and exams meant
that the focus-group workshops did not take place due to insufficient numbers. However, as this
campaign primarily involved qualitative research, where both large and small groups were evident,
focus-group interaction was encouraged to reduce both their waiting time and to actively promote
enriched student feedback.
3.4 Analysis Methodology
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The methodology for the analysis of the results took a mixed methods approach – using both
qualitative and quantitative analysis. However, the qualitative questions, although they were
thematically analysed, were not quantified due to the open-ended question technique used within
this approach. The initial stage involved thematic coding of the data, using the following criteria:
Question 1: What do you want from technology to enhance your learning at the University of
Bradford?
Thematic Analysis:
1. Resources:
 Wi-Fi/Internet.
 Printers/Printing.
 PC’s and Cluster Rooms.
2. Role of the University:
 IT Support and Assistance.
 Library Support.
3. Students Personal Learning Experience:
 Applications.
 Lectures.
Question 2: How would you rate the technology currently available at the University of Bradford?
Likert Scale Rating:
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Poor
Fair
Average
Good
Excellent
Question 3: How satisfied are you currently with the use of technology to enhance your learning
experience?
Separate Thematic Analysis on positive feedback and areas for improvement:
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Resources.
Role of the University.
Student’s Learning Experience.
Question 4: How would you rate your general satisfaction of the technology in relation to your
learning experience?
Likert Scale Rating:
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Very dissatisfied
Somewhat dissatisfied
Neither satisfied nor dissatisfied
Somewhat satisfied
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Very satisfied
Question 5: How do you want technology to enhance your learning experience?
Thematic Analysis:
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Resources.
Role of the University.
Student’s Learning Experience.
Question 6: What technologies in particular would make the biggest difference to this and why?
Thematic Analysis:
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Resources.
Role of the University.
Student’s Learning Experience.
Question 7: What specific additions/amendments could be made to improve Blackboard?
Thematic Analysis:
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4.
Resources – which Students expect to have access to.
Extra Resources – which Students would like to have access to.
Students Personalised Learning Experience.
Students Interactive Learning Experience.
Results and Analysis
Q1. What do you want from technology to enhance your learning at the University of
Bradford?
Resources:
Wi-Fi/Internet
The general consensus was that Wi-Fi does not always connect and is often slow. Areas that
were mentioned predominantly throughout the survey were:
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Horton and Chesham Building (Lecture theatres and C3.07).
Student Central.
School of Management.
JBP Library (particularly on floor 2).
Richmond Building (Atrium, Lecture Theatres and F42 cluster room).
Pemberton Building (Top floor, left wing).
Students commented that Wi-Fi does not stay connected from building to building and requested
that more bandwidth, generally, would be helpful.
Printers/printing
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Students’ main concerns were that there were not enough printers, generally, that they did not
always work and should be more evenly be spread across campus.
Particular areas that were mentioned were:
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Richmond Building (Atrium, F42).
Horton and Chesham Building.
JBP Library.
School of Health Building.
School of Management.
Student Central (mainly top floor but also one near UBU reception).
Students mentioned subsidised printing credits, more A3 printers/scanners in Horton Building,
ability to be able to print from personal devices such as laptop and a Mac/PC. Top-up printing
machines, located in Horton Building and the Atrium, were also proposed. Students also
suggested a constant paper-checker on all printers and photocopiers, in all buildings, at all times
and would be useful. A USB connection facility on all printers and more printers that have colour
print facility should be available around all of the campus rather than just in the library.
PC’s and Cluster Rooms
Students, generally, believed there was insufficient computers for students, that PC’s ran too
slowly and that there should be more cluster rooms, generally, throughout the University. They
believed there was an imperative need for both; as this would reduce waiting times, particularly
during stressful times of the year such as exam periods and assessment deadlines.
More PC’s and Cluster Rooms were requested in the following locations:
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Richmond Building (Atrium, F42; and reported as too slow).
Student central.
JBPL Library (particularly on Floor 01 and Floor 1, School of Health Section and Silent
Areas; to reduce waiting times –majority of the printers etc. are in the library with
insufficient amount of PC’s).
School of Health Building.
School of Management.
Students suggested:
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Larger scale advertisements of available PC suites with longer opening hours.
PC’s need more processing/network power/RAM.
New students either loaned IPads or offered at discounted price – with relevant
downloaded material which is course-specific.
Dual screen in SCIM areas.
More scanners.
Silent computer rooms; specifically for post graduate students.
Sunrays are slow and should either be improved or removed.
Special classrooms for online communication – Skype interviews, collaborative online
learning and/or with guest speakers with relevant technical back-up support.
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School/department-led PC rooms – so students can work as a team and be familiar with
each other (may reduce noise potentiality).
More PACS (Digital imaging) screens in School of Health Building.
More disability incorporated PC’s (including allowing users to change screen density).
PC’s that include all relevant applications and programmes for all courses.
Role of the University:
IT Support and Assistance
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More IT related support at exam and coursework deadline periods.
More IT training given to administrators, lecturers and students to make the most of the
current use of technology including mandatory training on applications such as
Blackboard.
Additional assistance for international students (e.g. Online access to previous course
material so they can familiarise themselves with the content prior to course
engagement).
More general support and advertisement of applications such as Blackboard, Moodle
and Pebble Pad (perhaps creating a user-friendly online guide).
Library support
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More access to full text online journals, research articles and e-books.
More availability and longer borrowing times of portable learning devices such as
laptops, IPads and tablets.
Larger library at School of Management that is better equipped with PC’s, printers etc.
More group rooms and side rooms with PC’s on Floor 1 and 2 JBP Library.
Students Personal Learning Experience:
Applications
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Consistent online course submission and feedback via Turnitin.
Search Past Exam Papers by Module Code rather than by Year.
More licences for creative software such as Nuke and Unity.
An online platform where all students can share knowledge and research project ideas.
Removing the ‘student’ from student email addresses to encourage professionalism.
More computer programmes for related disciplines.
Calendar facility in Blackboard for deadlines etc.
Web links to relevant general and specific information for students.
Mobile apps to provide easy access to learning.
Integration of student email on mobile phones.
Blackboard app available to all mobile phone models.
Easy access to all apps with latest software and programmes available on CD.
Create more virtual learning websites, such as Khan Academy and online tutorials;
particularly for those studying at foundation level, international students and for revision
purposes.
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All PC’s in learning areas to not have access to Facebook rather than select ones.
More game development tools – ability to download plug-ins for Automaya etc.
Virtual space (i.e.) Facebook or Chat on Blackboard and space to use Photoshop.
Text reminders of deadlines etc.
Turnitin for researchers and general consistency of use throughout all Schools and more
draft option availability.
Personal timetables available on phones.
Overall class grades and a comparison of others results.
More efficient remote access to m:/drive folders and files.
Lectures
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Huge response for lectures to be more interactive.
Available lecture theatres to practice presentations using projectors etc.
More plug points for laptops in classes.
Possible available option for live-stream lectures for those who cannot go due to
mitigating circumstances.
Consistent lecture recordings (preferably visual but at least an audio version).
Use of fobs instead of paper registers.
Improved loud speaker/microphone facilities in lectures.
Q2. How would you rate the technology currently available at the University of Bradford?
Poor
Fair
Average
Good
Excellent
4.10%
10.58%
35.15%
46.08%
4.10%
12
31
103
135
12
85% of students rated the technology currently available at the University of Bradford as average
and above.
Q3. How satisfied are you currently with the use of technology to enhance your learning
experience?
Students were generally satisfied with what the University of Bradford have to offer. However,
there appeared to be recurrent issues with Wi-Fi availability and speed, lack of printer availability
and functioning and a general shortage of PC’s; which becomes particularly apparent during
students peak studying times.
Students had lots of positive feedback and particularly valued the following:
Resources:
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There was good use of technology in the workshop block (WB23 Richmond Building).
General consensus was that the technology offered in SCIM was very satisfactory;
particularly compared to the rest of campus.
8
Role of the University:
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Library was always efficient as emailing book return reminders.
Others were impressed with the library for laptop borrowing, the free software that was
available (such as SPSS) to help with course module content.
Student’s Learning Experience:
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Mobile apps for Blackboard.
E-resources were highlighted as important and reduced research time for students.
Generally, lots of available material on Blackboard.
Lecturers often provide helpful links to external sources for additional reading/learning
enhancement.
However, students also commented that:
Resources:
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Wi-Fi needs to be much faster and available throughout all of campus and not keep
“cutting out”.
General improvements to network server.
Intermittent problems with pebble pad.
More free access to online journals, e-books and e-resources particularly if they are
core-related to course material.
Have good availability of software but too many license issues.
Role of the University:
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More library assistance would be helpful during peak times.
Enhanced training for lecturers so that they can present technology to the best of their
ability.
More SPSS support (Great that the software is available but more support on how to
use it).
More IT guidance for students, lecturers and administrators.
Explore other universities and what they offer e-learning wise.
Student’s Learning Experience:
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UoB apps requiring frequent/separate logging-ins and password confirmation.
More online/live tutorials for distance learners.
More interaction for students; including online quizzes and interactive-based revision
(during and after lectures).
9
Q4. How would you rate your general satisfaction of the technology in relation to your
learning experience?
Very
Somewhat Neither satisfied
dissatisfied dissatisfied dissatisfied
1.38%
11.38%
19.66%
4
33
57
nor Somewhat
satisfied
53.10%
154
Very satisfied
14.48%
42
67% of students rated their general satisfaction of the technology in relation to their learning
experience as either somewhat satisfied or very satisfied.
Q5. How do you want technology to enhance your learning experience?
Students, in general, found technology to be a vital tool in their student learning experience and
that it needed to keep up-to-date with the rapidly changing technology out there and keep in line
with other Universities.
Once again, students commented that wider Wi-Fi availability and speed could be improved; along
with more PC’s and Printers, that work at all times.
Other comments, suggested by students were as follows:
Resources
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Cluster Rooms in Richmond Building (Such as F42) used solely for its purpose and not
for training/teaching/exams etc.
Ensure all PC’s are working at all times.
Greater selection of e-books; tailored to each course and actively promoted; creating a
more efficient and effective e-learning space.
More top-up/e-pay machines (other than on the ground floor of JBP Library).
Increase consumption of IPads to promote interactive and virtual learning – free IPads
to new students (with the possibility of bulk buy and/or reduce university bursary to
accommodate).
Have more TBL (team based learning) rooms similar to Pharmacy departments; which
offers an excellent room for technology.
Have a designated PC suite for interactive sessions either for course or IT related
sessions.
More available study/computer rooms on floor 01 JBP Library (if not create similar).
Separate additional computer or computer-free rooms for postgraduates to collaborate
and interact.
More silent rooms/areas.
Computer lab rooms to have more storage space allocated.
Software that helps analyse qualitative methods not just software such as SPSS that
measures quantitative methods.
Having the option to get soft electronic copies of books and papers.
Access to CAD/CAM machines for engineering students to improve their employability
skills.
10
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Putting projectors/big PC screens in all of the study rooms.
The Role of the University
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Remote access to documents from home (Direct access from students links on
university website).
Better management and support of printers – particularly during peak times when printer
queues can be long; delaying students with course deadlines. The input of Plasma/LCD
Screens that update information on all printers and keep students informed has been
suggested.
Improved access to webinars.
Using a “Pop-Up” for vital student information – to keep student constantly updated with
course-relevant information.
A simpler way to access wider-availability of e-journals and e-resources (more free fulltexts rather than abstract only options) – lecturers prefer e-journals/e-resources for
coursework as it tends to be more up-to-date and text books for reading around the
subject (hence e-journals are very important).
More training and support for administrators, lecturers and students.
Increase time allowed to leave PC whilst finding a book etc. or only logging user out in a
standby mode rather than all applications).
Being able to log in once and retrieve all applications such as evision, blackboard etc.
Search engine tools within the university to be faster/run smoother.
Easier accessible reading lists.
Student’s Learning Experience
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Ensure students can access online journals and engage with more portable technology
(from their mobile phone).
Reliable sources and links (via lecturers) for revision.
An increase in white interactive smart boards in lectures (to promote interaction).
Greater communication between foundation year, undergraduate and postgraduate
through the use of technology.
Access to an internet folder such as drop box; to keep back-ups of individuals work and
share group work.
All work by a consistent system that allows online coursework submission and feedback
remotely – eliminating hard copy submission and collection (SLED offered this service).
Some students prefer that there is still paper books and requested an increase in core
text books (with one core text book copy being requested for library-use only).
Infrared key pads which offer multiple choice buttons to encourage interaction and make
lectures more interesting.
Collective interest web/use of IT workshops to be developed to make learning material
more practical rather than theory-based.
E-books to be more manageable in terms of page-marking, highlighting and referring
back to.
Use of interactive 3D diagrams, especially for anatomy-focused courses would be
helpful.
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Easier access to the University Web Portal via applications on phones and tablets.
When being told to use different technology – being taught it within/immediately
following lectures .
Links to applications that are created by departments; providing the student with minitests and illustrations.
Q6. What technologies in particular would make the biggest difference to this and why?
Students generally, once again, suggested faster Wi-Fi and a wider availability, more PC’s spread
out across the university and better access to printers.
Students also suggested the following:
Resources
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More computers and Wi-Fi and wireless internet access.
Online learning and video presentations that teach students how to use power point and
excel spread sheets that can be accessed and used by students anywhere (on or off
campus).
Better software to support 3D development such as Crazy Bump.
More scanners generally throughout the university (School of Management and main
campus).
Relevant, wider range of software to assist with projects and research.
Interactive touch screen whiteboards with the capacity to save writing and annotations in
the library group study rooms.
More Team Based Learning rooms that promote learning as fun and interactive (similar
to what they have in the pharmacy department).
Widespread Wi-Fi; including in the Atrium, Student Central and at The Green.
PC rooms that promote interaction (similar to WB23 Richmond Building).
Podcasts made available for genuine absenteeism.
Provide speaker/microphone facility for students that ask questions during lectures (At
present this does not usually happen and has to be second guessed by students who
have audio recordings).
Live tutorials using the latest software would be more practical for students.
Plug-ins are important to software to allow more design choice.
Extra storage space; particularly for courses that include animation and SCIM-led
modules.
Nvivo for qualitative and quantitative work.
Software licences such as Maya, Nuke, After Effects etc. to run without licensing issues.
Updated web browsers.
Scientific programmes to help with scientific courses installed on PC’s.
The use of CNC machines and Autodesk AutoCAD software.
Projectors/big presentation screens in group study rooms – so presentations can be
practiced beforehand.
New science equipment and projectors in Phoenix SW laboratories.
Better technology such as cameras for media and photography-inspired courses.
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The dragon talk set would be good to have because you can speak into the headset.
Google drive and other similar technology could be used so that files are accessed
easier from different locations.
For Psychology it would be more computer software that is relevant to lectures that are
presented.
Chemical resources and software needed e.g. NMR Processor .
Replacing Overhead Projectors in Lecture Theatres. If you are at the back of the lecture
hall you have only a remote chance of seeing what is displayed.
The Role of the University
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Reduce printing queues and waiting times.
Renting out IPads – as some students are now using this instead of PC’s for
research/browsing purposes.
Radio-frequency style identification.
Increase awareness/make it more accessible to top-up online.
Online conference software and technical support and special rooms/spaces to
accommodate this. These rooms would provide excellent internet/PC facilities and
provide the student with the appropriate conference software.
Audio and/or visual recordings of lectures – guest speakers, in particular, should have a
video link provided (via the department) rather than just and audio link.
Provide speaker/microphone facility for students that ask questions during lectures (At
present this does not usually happen and has to be second guessed by students who
have audio recordings).
Our institution to pay for more e-resources/full texts that are linked directly with course
material.
A good app that is connected to the university server to get all available information so
that students can get the latest news and information via their mobile phone; students
would then be able to connect to other students/classmates more effectively and
efficiently.
The continual need for adopting the latest and most innovative technologies.
A stapler facility provided by the University for the library printers.
More designated silent computer areas.
All computer/cluster rooms and group study rooms to be open at all times and include
relevant supported equipment.
Automatic timetabling would be great help; so when room changes occur, often last
minute, they are updated on a timetable and are either accessible via
smartphone/computer or they have a notification facility attached.
Students Learning Experience
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Finding e-resource equivalent when reading list paper books are all being used.
Webcam option to chat with tutors rather than having to come in especially to see
lecturers during their allocated office hours.
Secure online saving/sharing of folders/files.
Instructions on how to create forums to help with research and academic progression.
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Integrated access to the files on the network drive so they can be assessed from home.
Using SkyDrive, for example, does not automatically map the network drives so
uploading files have to be worked through the browser.
An easier way of assessing journals remotely (not having to log in via the institution and
then log in etc.).
Training sessions on all software packages such as Nvivo and SPSS would also be
helpful.
Online registers or fingerprint registers.
Video recorded Team Based Learning sessions/lectures (Microphones to work in Team
Based Learning Sessions).
Using applications such as story board helps dramatically with lectures and works as an
alternative to standard presentations.
Making lecture theatres/classrooms more laptop/tablet friendly (e.g. plug sockets close
to desks).
Audio and visual recordings of lectures.
Q7. What specific additions/amendments could be made to improve Blackboard?
There were mixed reviews regarding the Blackboard application. Most students found Blackboard
to be helpful towards their degree course. However, there were certain changes that were
described below where students felt, how the tool was used, could be more consistent across all
modules and departments. Furthermore, students commented regarding the potentiality it had, to
be used in a way that kept in line with the opportunities that today’s growing technology could
achieve.
Students commented that Blackboard could be more user-friendly and the layout could be more
organised. Students also had mixed reviews as to whether students wanted previous year’s
modules on Blackboard or not. Those who did not want previous years on were more inclined to
state it was confusing having all the years in the same area – possible solutions which were
discussed amongst focus groups were archiving/or having previous modules stored separately
from the main menu of current year modules.
Resources – which Students expect to have access to
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Documents are removed before degree finished preventing them from being used again
to support learning.
Past exam papers easier to find and more of them.
Update the design and layout.
Less downtime with Blackboard.
Better advertisement/wiser accessibility to the useful PC clinics.
Ensure all links are working and module handbooks are easily accessible.
Less technical faults/issues around submission time.
Make the interface more user-friendly and have a standardised way for lectures to
upload course documents.
Assignment deadlines made more clear with guidelines from previous students need to
be uploaded.
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Keeping Blackboard maintenance times away from exam times to avoid losing access to
lecture notes/slides etc.
Sometimes Blackboard is very slow so the speed could improve – also could be quicker
from home/remotely.
More obvious connection between students and lecturers Blackboard accounts as it
does not seem noticeable to lecturers when their students cannot see
modules/documents.
Notifications appearing quicker between when staff load documents on – I believe there
is a few hour delay between the two.
Encouraged and train tutors/staff on how to use Blackboard to the best of their ability –
lecturers do not always use the tool in a way that helps students get the best out of
Blackboard.
Standardised organisation between modules – same file names/types used, zip file
download of entire module.
Better navigation system – difficult to find information when files are not titled in a
consistent manner.
Faster times uploading files within Blackboard.
Past papers should be in the module relevant to the course and not allocated elsewhere
(specific rather than general link).
Making sure students have the correct course details/year etc.
Blackboard should have specifics such as date added and grades in “my grades”
section that include all modules; not just individual random grades.
Better layout design (less folders).
Put current semester options first rather than last.
Not having so many links and folders to click through to get to what you are looking for.
Numerous announcements are sent to each individual which are not relevant to me .
Needs to be more intuitive and have more up-to-date lecture notes.
Recipients in the group mailing list should be able to reply to all other recipients.
Not currently accessible directly through external web links.
Extra Resources – which Students would like to have access to
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Front end could be made less clunky and cluttered. Slightly larger font too, and the
background with all the little dots could go (distracting and makes page hard to read on
small screens).
Maybe scrap the discussion boards and integrate Google/MS private group, as most
people have and use an Open ID, and this would encourage them to use the groups
more?
Folders organised in year order and displayed separately.
Discussion/communication groups and chat forums currently being used or available on
Blackboard.
More online forums and discussion board facility on Blackboard.
Direct remote access to Blackboard main campus (rather than leading to School of
Management only).
Links to exam resources.
Make Blackboard more compatible with android devices.
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A forum link and an admin area where department handbooks can be accessed and
students can discuss course/university work/issues.
An effective mobile platform and more links to relevant information.
Course work results to appear under each course.
Combine the content of Blackboard with the interactive and user-friendly design of
Facebook – it would be great to have more options and flexibility to design and
personalise the space on Blackboard. Instead of having a list of files, being able to edit
the pages as website pages with different colours, photos, links and features like chat,
online meetings etc.
Enrolment of students.
The “Peer Mark” function is not available through the Turnitin software in Blackboard
(either use this function or disenable it).
Widespread use of Turnitin to all students.
Use main/first page of each module to broadcast most important information such as
exam dates, assessment deadlines.
Access grades under each module in Blackboard instead of having to log in to evision.
Faster feedback on test results.
Access to journals via Blackboard.
Direct links to personal timetable.
Access to external sources and e-journals.
A back-up facility so that important learning materials can be located when Blackboard
is unavailable due to technical difficulties.
Current news updates about the university.
Ability to retrieve previous submissions.
Have emails and evision all on one login on the Blackboard site – so if tutors want to
contact students it goes to one location.
Logs/times the user out of the application too quickly.
A better system for important details such as the announcement section.
A direct link to external course relevant websites.
Option to see a preview of a document before downloading it.
Option for Power Point to be saved as a PDF file (Works better for IPads).
Being able to sort modules into groups, i.e. stage, semester, etc. So that you could click
a link, say 'Stage 3', then it would open a list of all of your stage 3 modules.
Something that tells you if you have downloaded something previously, as sometimes I
end up with the same lecture PowerPoint 3 times on my PC.
More timetables, reference information, online library links.
Attendance monitor facility.
Links to e-books and articles. Easier hand-outs for students. An electronic space for
discussion amongst students.
Link Blackboard to social media; an easier way to notify students about any Blackboard
updates.
Students Personalised Learning Experience
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More user-friendly.
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A track of previous years grades.
Ability to check your progression via Blackboard.
Easier navigation.
Tutor notifications to be sent directly to student in their chosen capacity (i.e.) preferred
email account/mobile.
No experience of Blackboard – student is on an English Foundation course and
although they had lectures they had no lecture notes.
Virtual chat linked to student’s mobile phone.
Clearer induction process/online tutorial for new and/or continuing students giving help
and advice to users.
Added electronic calendar with deadlines, exam details etc.
Could provide current averages/grade scores.
To provide specification regarding subject-wide interest.
Making Blackboard dyslexic-friendly and easier to navigate.
Include a “live feed” calendar specific to that student showing their timetable and any
amendments made to it that can be synchronised to e-mail clients such as outlook or
phone calendars (similar to York University) - very helpful when lectures are cancelled
last minute and for group work configuration.
Grades should either be put on Blackboard or evision (not both).
More mobile-friendly (students commented some mobile phones accept/are compatible
with the Blackboard application but other are not).
Tutorials on how to manipulate data.
Less choice/options – too many tabs that are not used.
Allowing professors/appropriate staff to add modules for summer placements so
students can have access to information and turn in assignments easier.
Needs to be organised by module (i.e.) ‘Module – Lecture Number – Lecture Title’
fashion to aid with clarity of learning outcomes.
Text service from Blackboard – to include current notifications (when material is
uploaded) but also when individual marks have been uploaded and more specific
course-related information).
Generic login for email, evision and Blackboard.
Transferring data regarding cancelled lectures to students via Blackboard.
An instant messenger.
Improve layout that can be personalised.
Students Interactive Learning Experience
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More online quizzes after lectures and interactive revision on Blackboard.
Multi-choice remote device option for videos and lectures.
To make Blackboard more interactive.
Webinar/video conference facility.
Questions and answer tabs such that students can send questions to module leaders
and get answers to these questions – this should be accessible to all students doing
modules.
More podcasts.
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More open access so groups can use Blackboard interactively and tailor it to generate
reports per group (discussion board facility).
Additional video technology.
Interactive games linked to modules.
Animated lectures on Blackboard (i.e.) video and lecture slides on one presentation.
Audio file section incorporated.
Policy Recommendations
Resources (Main Considerations)
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Wi-Fi speed and connection availability prominent throughout the university which stays
connected from building to building.
More printers spread across the university with printer and paper checker.
Top-up printing machines located in main building areas.
Faster PC’s throughout campus.
More PC cluster rooms in main building areas.
Special classrooms/study rooms for online communication.
School/department-led PC rooms.
Students Personal Learning Experience (Main Considerations)
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More IT related support/training given to administrators, lecturers and students.
More access to full text online journals, research articles and e-books.
More availability and longer borrowing times of portable learning devices.
Mobile apps to provide easy access to learning.
More virtual learning websites to promote interactive learning.
More online quizzes, interactive revision-related documents in Blackboard.
Personal timetables available on phones.
Overall class grades and a comparison of others results.
More efficient remote access to m:/drive folders and files.
Live-stream/audio/visual interactive lectures.
Layout and design change to make Blackboard more user-friendly.
Online tutorials to help manage all applications.
Being able to log in once and retrieve all applications such as evision, blackboard etc.
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