blackboard ead presentation (educause 2011)

Vince Kellen, CIO and Christopher S. Rice, Ph.D.University of Kentucky

Using the Experience Analysis and Design Methodology to Increase Faculty Adoption of and Student Satisfaction with the LMS

@vkellen (Vince)

@ricetopher (Chris)

#E11_SESS068

#EDU11

Backchannel

History

Who uses Blackboard?

About 44% of facultyUse Blackboard (beyond simply posting a syllabus)

About 90% of students Have taken at least one class in which Bb was used

Blackboard EAD Project

70%GOAL:Identify tactics to support U.K.

strategic initiative to reach 70% faculty adoption of the

LMS by 2014

Experience Analysis and Design (EAD) historyn The methodology was inspired by early experience analysis

collaboration with a few of us in 1999 and has grown since then with a small group of collaborators• Vince Kellen, Andy Drefahl, Bob Furniss, Keith Stefanczyk, Chris Rice

n The methodology uses observation, structured interviews, surveys, qualitative data analysis and analysis of system usage and other behavioral data. Think of it as usability and brand analysis on steroids

n Methodology goals• To be more conclusive than anecdote and small sample sizes (N=1)• To get beyond usability and attitudinal data. Collect behavior-based

data• To get the focus more broadly based than a pure technical perspective

EAD is an approach to driving customer value through managing experiences from the customer’s perspective.

Relationship

Experience

EventActivity

1. Relationship:Highest level of association with customer; sets of experiences

2. Experience: The series of interactions

involving the customer to achieve an overall outcome – to fulfill a

specific need

3. Event: The high-level set of

processes that a customer goes through as part of an experience

4. Activity: Individual incidents which

comprise an event, each with one more

steps

EAD deconstructs customer relationships into more manageable “Experiences”, “Events”, and “Activities” to develop a tactical, actionable blueprint of the relationship

UNDERSTAND)EXPERIENCES

ANALYZE)EXPERIENCES

DESIGN)EXPERIENCES

DELIVER)EXPERIENCES

1.  Define'&'select'target'segments'2.  Conduct'customer'analysis'3.  Iden:fy'experiences','priori:ze'

experiences'and'set'scope'of'discovery'

4.  Iden:fy'rela:onship'groups'and'influencers'by'experience'

5.  Map'customer'experience'to'channels'&'iden:fy'pain'points'

6.  Quan:ta:vely'determine'experience'priority,'reconcile'customer'experience'maps'

1.  Uncover'root'causes'&'Impacts'through'mul:Jdisciplinary'analysis'

2.  Iden:fy'&'priori:ze'solu:on'opportuni:es'

3.  Group'solu:ons'into'work'streams,'chart'a'roadmap'and'iden:fy'quick'wins'

4.  Develop'high'level'business'cases'for'work'streams,'to''drive'execu:ve'and'stakeholder'awareness'and'buyJin'

1.  Validate/prototype'solu:ons'as'needed''

2.  Design'experience'solu:ons'&'func:onal'specifica:ons'for'solu:on'work'streams'

3.  Finalize'business'case/ROI'with'measurement'model'and'metrics'

4.  Secure'funding'and'align'solu:ons'with'organiza:onal'unit’s'stakeholder'resources'

1.  Work'streams'integrated'into''your'project'management'and'delivery'methodology'

2.  Build'experience'work'stream'solu:ons'

3.  Implement'technical,'organiza:onal,'and'process'solu:ons'

4.  RollJout'solu:ons'5.  Monitor'&'adjust'

experience'performance'

Voice'of'Cons:tuent''

EAD Process Overview

Research Questions

Understand negative perceptions of Blackboard LMS – What does it mean for Blackboard to be “broken” from various perspectives?

Understand instructor and studentlearning technology needs

Identify opportunities to lower barriers to instructor and student adoption and continued use of Blackboard

Phase I:Qualitative Interviewsof Students& Instructors

Student Experience Inventory (1 of 2)

Student Experience Inventory (2 of 2)

Instructor Experience Inventory

Phase II:Quantitative

Online Surveys

of Students& Instructors

Valid Student Survey Respondents(26133 total students in panel)

Valid Instructor Survey Respondents(4272 total instructors in panel)

Survey Analysis Methodologyn Gap = Importance score – Satisfaction score

n Weighted Gap = Importance * Gap

n Total pain = (weighted gap) * (# of respondents)

n Rank descending on Weighted Gap

n Rank descending on Total Pain

n Code activities that belong to the same events in the survey

n Identify themes within Bb / technology events or related activities• Ex. clusters of weighted Satisfaction / Importance Gap

Student Data: Blackboard Pain Themes

Theme 1:High Stakes

Events (quizzes, exams, paper

submission) using Bb causing stress

Theme 2:Inherent

challenges to group work, collaboration exacerbated

Theme 3:Communication

with instructors & TAs around

assignments causing stress

Question GapMean

SatisfactionMean

Importance Cases

Exams 0.75 3.54 4.29 746

Submitpapers/SafeAssign 0.69 3.55 4.24 837 Theme1-HighStakesEvents

TakingQuizzes 0.64 3.67 4.31 1175

ResolvingGroupConflict 0.62 3.24 3.86 532 -----------

Meetingwithgroup 0.60 3.31 3.91 642 ----------- Theme2-GroupCollaboration

ConductingProjectWork 0.60 3.34 3.94 679 -----------

InteractingwithInstructorsDuringbeforeafter 0.54 3.62 4.16 985 ----------- -----------

InteractingwithInstructorsOutsideofclass 0.54 3.62 4.16 989 ----------- ----------- Theme3-CommunicationAroundAssignments

OrganizingElectronicCourseDocuments 0.54 3.84 4.38 1583 -----------

ProducingProjectDocuments 0.54 3.46 4 651 -----------

PresentingGroupProject 0.53 3.43 3.96 594 -----------

GettingquestionsansweredviaBBQ&Adiscussionthread 0.52 3.3 3.82 846 ----------- -----------

Uploadingcontentotherthanpapers 0.52 3.52 4.04 972 -----------

interactingwithTAoutsideofLabs/recitation 0.51 3.35 3.86 693 ----------- -----------

Acquiringrequiredcourcematerials 0.49 3.78 4.27 1546 ----------- -----------

Getassignmentsforinstructor 0.48 4.03 4.51 1484 ----------- -----------

interactingwithTAviaLabs/recitation 0.46 3.45 3.91 697 ----------- -----------

Submitpapers/withoutSafeAssign 0.43 3.63 4.06 674 ----------- -----------

reviewingcoursepresentations 0.42 3.78 4.2 1068

livediscussionusingchat 0.42 3.22 3.64 37 Theme4:Low-StakesandLowPain

forminggroup 0.41 3.46 3.87 652

submitpapertoinstructorviapaper 0.41 3.88 4.29 1170

researchtopic 0.41 3.6 4.01 967

sharingcontactinfo 0.38 3.56 3.94 721

evaluatinggroupparticipants 0.38 3.5 3.88 617

reviewingcourselectures 0.36 3.86 4.22 1045

reviewingcoursematerials 0.34 4.01 4.35 1506

engaginginclassdiscussionusingBBdiscussionforum 0.33 3.29 3.62 626

Usingtheonlinesupplement 0.32 3.58 3.9 1000

findingTAorinstructorscontactinfo 0.31 3.88 4.19 1280

reviewingsupplementalconent 0.31 3.71 4.02 1029

submitpapersviaemail 0.30 3.99 4.29 1136

takingnotesusingmylaptop 0.28 3.64 3.92 683

settingupanaccountforonlinesupplement 0.28 3.54 3.82 855

determiningrequiredcoursematerials 0.23 3.83 4.06 1552

usingmymobiledeviceinclass 0.22 3.32 3.54 630

participatewithclickers 0.19 3.46 3.65 864

STUDENT BLACKBOARD EVENT COLOR-KEYInteractionswithCourseMaterialsCompletingHomeworkandQuizzesPreparingforexamsCompletingResearchPapersandWrittenAssigmentsCommunicatingwithInstructorsGroupWorkWithOtherStudentsAttendingClass

Student Activity Pain Points with Themes

Theme 1:High Stakes Events (quizzes, exams, paper submission) using Blackboard causing stress

ActivityGap

ScoreMean

SatisfactionMean

Importance CasesExams 0.75 3.54 4.29 746

Submit Papers / SafeAssign 0.69 3.55 4.24 837

Taking Quizzes 0.64 3.67 4.31 1175

Blackboard makes taking quizzes and exams impossible. With these being timed, too much delay time happens (a few seconds here and a few seconds there adds up to a lot at the end of it all). I completely missed completing a mid-term exam due to issues with Blackboard... totally unacceptable!!! To be frank, I spend enough money in tuition to not have this as a concern.

If UK wishes to go green, why do I still have to turn in papers and homework via a paper

copy?

I don't like submitting things via paper when there are electronic paperless options.

I can't read his handwriting about the things I need to fix.

... I don't prefer to pay for paper.

When you take quizzes, many times Blackboard will log you off in the middle of it. This causes a lot of trouble for studentsbecause they must contact their professor/TA, somehow prove they were logged out instead of logging out themselves, and find a way to be allowed back in to the quiz.

I've had to end up wasting hours of emailing, traveling and discussing in a professor's office

questions which I answered correctly yet Blackboard did not recognize as correct. So again, a seemingly simple process turned into a pain in my

ass and added burden on my part because of Blackboard. Blackboard does not save as much

time as intended and often times makes students have to apply more effort and time for

some of the most trivial issues.

Any failure of blackboard or staff at utilizing blackboard decreases the quality of my education. I have studied online 100% and when the teacher is competent with

blackboard I feel I have learned. When a teacher cannot use bb effectively I feel I learn nothing and

waste both my time and money.

Again, submitting through the blackboard platform is unreliable.

Sometimes it says it is sent, but it really didn't go through and if you don't check your grades constantly you won't even

know the prof didn't get it.

Survey Results: What Students Said

Theme 2:Inherent challenges to group work and collaboration exacerbated

Activity Gap ScoreMean

SatisfactionMean

Importance CasesResolving Group Conflict 0.62 3.24 3.86 532

Meeting with group 0.60 3.31 3.91 642Conducting Project Work 0.60 3.34 3.94 679

Organizing Electronic Course Documents

0.54 3.84 4.38 1583

Producing Project Documents 0.54 3.46 4 651

Presenting Group Project 0.53 3.43 3.96 594

Uploading content other than papers 0.52 3.52 4.04 972

I don't think the instructor is using the available tools to

facilitate these tasks. We were told to use the discussion board to set up groups, and that didn't really

work very well, so people went offsite to Google docs instead. Our

group is currently exploring the group tools now, but without

support or training…

Most of this was done easier through just emailing each other. If

blackboard developed a very user friendly way to set up meetings with my group I would definitely utilize it.

The groups I have worked with went outside of Blackboard to complete

group assignments. We used Etherpad and now Google Docs.

Worst tool ever to use to try and organize and prepare a project

because no one checks it or takes it seriously. Texting and email are much

more efficient.

Bb was more of a hindrance to my group(s). We tried during first project, and found the system to be unreliable

and masking.

We did not know who was in our group initially. Contact info was only obtained

after I gave everyone mine, and they emailed me back- and I created a

Google group in my contacts. There is no efficient way to collaborate on Bb- please

look at Google wave.


Theme 3:Communication with instructors & TAs around assignments causes stress

ActivityGap

ScoreMean

SatisfactionMean

Importance CasesInteracting with Instructors During before after 0.54 3.62 4.16 985

Interacting with Instructors Outside of class 0.54 3.62 4.16 989

Getting questions answered via BB Q&A discussion thread 0.52 3.3 3.82 846

Interacting with TA outside of Labs/recitation 0.51 3.35 3.86 693

Acquiring required cource materials 0.49 3.78 4.27 1546

Get assignments from Instructor 0.48 4.03 4.51 1484Interacting with TA via recitation/lab section sessions 0.46 3.45 3.91 697

Submit papers throughBlackboard without SafeAssign 0.43 3.63 4.06 674

I have found that there is a tendency for professors to expect students to be able to get assignments even if they only put them on blackboard shortly before class. This is not a problem with blackboard, but rather poor performance by the faculty member.

Some professors rely heavily on Blackboard but they all seem to approach how to use it differently. Where one professor uses the discussions to post for groups, another wants everyone in the group to

work under one post. It can be very confusing where and how to find things if the professor does not seem to know which way they want to use the

program. I had one professor who wanted Q&A questions answered in one type of posting for the

first few weeks of class and then changed to another style, without notice, and threw everyone

off balance.

Consistency would be beneficial.

I was unable to reach any of my teachers or TAs through Blackboard's

tools.

It was horrible.

This section continuously stopped working and randomly deleted posts. Some times I

could post a question and sometimes I couldn't, without warning.

My professor had to redesign this portion of the class because the Q&A was unreliable.

It takes too long for TA's/instructors to respond and they prefer using email.

sometimes u never get teachers to respond and its irritating

I have never seen a Q&A thread on blackboard, FAQ yes, but not a direct back and forth discussion

thread

Most classes using blackboard used the discussion thread to turn in papers, not to ask questions.

You will not get answers right away. Face to face and e-mail are a lot faster


Instructor Data: Blackboard Pain Themes

Theme 1:High instructor frustration with

reactive Bb support

Theme 2:Instructors frustrated and dissatisfied with

assessment interactions using

Blackboard.

Theme 3:Instructor pain from serving as unwitting tech

support for students

Question GapMean

SatisfactionMean

Importance Cases

gettingupdatesonproblemresolutionprogress/exam2.01 2.83 4.84 49 Theme1:ReactiveSupport

gettingtimelyresolutiontoaproblem/exam 2.00 2.91 4.91 53

contactingatechnologysupportperson/exam 1.91 2.96 4.87 53

gettingtimelyresolutiontoaproblem 1.80 2.99 4.79 176

gettingupdatesonproblemresolutionprogress 1.65 2.97 4.62 158

contactingatechsupportperson 1.57 3.18 4.75 175

vieworreceivestudentassignments 0.93 3.3 4.23 136 ----- Theme2:AssessmentInteractions

providefeedbackonassignments 0.92 3.26 4.18 128 -----

supportingstudentsaccessingandsubmittingcoursecontent0.86 3.36 4.22 134 ----- Theme3:Un-WittingSupportAgents

submittinggrades 0.81 3.66 4.47 135 -----

gradeassignmentsandquizzes 0.79 3.44 4.23 135 -----

setupquizzes 0.74 3.02 3.76 101 ----- Theme4:QuizAdministration

providinggradestostudents 0.68 3.95 4.63 168 -----

administerquizzes 0.61 3.28 3.89 100 -----

demonstratingtostudentshowtousetechnologiesforthecourse0.59 3.21 3.8 83 -----

interactingwithstudentsoutsideofclass 0.50 3.52 4.02 136 -----

customizeblackboardshell 0.47 3.1 3.57 164 Theme5:LowStakesORLowPain

sharingmultimediaartifactswithstudentsinblackboard0.37 3.53 3.9 122

deliveringaclasssession 0.26 3.48 3.74 72

sharingyournotesandoutlineswithstudentsonblackboard0.25 3.99 4.24 162

sharingyourpowerpointpresentationswithstudentsinblackboard0.16 4.17 4.33 173

setupe-reserves 0.15 3.3 3.45 67

moderatingdiscussionboardsinblackboard 0.12 3.44 3.56 93

sharemycoursecapturevideoandaudiowithstudents-asynchrynous-0.07 3.05 2.98 43

addingsupplementarycontentfromtextbookcompanies-0.11 3.38 3.27 83

sharemycoursecapturevideoandaudiowithstudents-synchrynous-0.14 3.17 3.03 45

coordinateandormanagestudentfieldwork,internships-0.30 3.17 2.87 33

testingpreviouscoursecontentpriortostartofsemester-0.35 3.38 3.03 63

standardizinggradingtechniquesamongstTas -0.42 3.35 2.93 26

assessingTas -0.44 3.05 2.61 20

deliveringsupporttostudentswhenTascannotsolveproblem-0.51 3.48 2.97 28

meetingwithTas -0.54 3.36 2.82 22

trainingTas -0.65 3.5 2.85 26

managingTasusingbloackboard -0.75 3.48 2.73 22

INSTRUCTORBLACKBOARDEVENTCOLOR-KEYAdministrativeActivitiesInteractingwithStudentsManagingInstructorGeneratedCourseContentManagingStudentGeneratedCourseContentPreparingforaCourseReceivingTechnologySupportReceivingTechnologySupportDuringanExamorNearaDeadline

Instructor Activity Pain Points with Themes

Theme 1:High instructor frustration with reactive Bb support, and the causes for support to be needed


SatisfactionMean

Importance CasesGetting updates on problem resolution progress / exam

2.01 2.83 4.84 49

Getting timely resolution to a problem / exam

2.00 2.91 4.91 53

Contacting a technology support person / exam

1.91 2.96 4.87 53

Getting timely resolution to a problem

1.80 2.99 4.79 176

Getting updates on problem resolution progress

1.65 2.97 4.62 158

Contacting a techsupport person 1.57 3.18 4.75 175

One of the problems is that there does not seem to be a way to get

expedited service when time is critical.

And getting updates on a problem usually requires more effort, i.e. making additional calls and or

emails, and there is little confidence that such a follow up effort will be worthwhile; often the response is that is in the queue or worse, that there is no record of it.

How does the University expect us to incorporate more online teaching techniques if the IT infrastructure

cannot provide adequate support for these technologies?

My department has its own IT person; he's v.v. helpful. I prefer this be centered in a department,

as opposed to the college.

I came from a university where each dept had it's own contact

person for technology (Bb) support. This worked well and gave us continuity. I have one

person who I tend to contact (and she is usually quite responsive) as using the main help desk contact

info results in a very slow response time and often requires more than

one request.

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Theme 2:Instructor frustration with assessment mechanics and related student interactions


SatisfactionMean

Importance CasesView or receive student assignments

0.93 3.3 4.23 136

Provide feedback on assignments to students

0.92 3.26 4.18 128

Submit grades 0.81 3.66 4.47 135Grade assignments and quizzes

0.79 3.44 4.23 135

Provide grades to students 0.68 3.95 4.63 168

Interact with students outside of class

0.50 3.52 4.02 136

Blackboard is clunky, takes forever to reload, often reloads mid-page causing loss of information, and

offers limited customization.

The grade book is slow and cumbersome. I don't like the fact that I don't have a student view. I want to be able to add uses to my Bb shell (grad students, etc.),

which requires several extra steps on my part.

Overall, it's NOT a technology I enjoy using at all. In general, I just use it as a secure place to share

grades with students.

When I tried to transfer a test from one semester to another, I worked on it for two days, called IT help and still was unable to

transfer the test.

I had to take another day to re-type the test in the course shell this semester, which was

a waste of my time.

Cumbersome process. Students have trouble understanding how to submit quizzes. I get too many

"in progress" scores. It is a tricky process to set up end times for quizzes. If you have to allow one

student or a few students extended time on a quiz there is a "simple" twelve step procedure for allowing

this.

It is difficult (time-consuming) to develop the quizzes. The quizzes can crash while the students are in them.

Students have trouble finding the quizzes in the Blackboard shell.

The system was a pain to use. I had open and close dates, and students would miss these. Or the system

would boot them out for no good reason.

If there is an easy way to do this, then the instructions on the wiki should be revised and the help desk

trained to assist people in the process.

Survey Results: What Instructors Said

Theme 3:Instructors are the first people students turn to for support of technologies they associate with the course

Activity Gap ScoreMean Satisfaction

Mean Importance Cases

Supporting students accessing and submitting course content

0.86 3.36 4.22 134

Demonstrating to students how to use technologies for the course

0.59 3.21 3.8 83

Students are always confused as to where to drop

assignments and often their work is late as a result, they

always glut my email sending their projects to 'document' they

did their work on time.

I have at least one student per assignment that seems to encounter a problem. It is usually a different student

each time, so I think I can rule out human error to some degree.

It functions but not as smoothly or as intuitively as I would like.

Students hate it. They groan as soon as you say Blackboard.

Students are not comfortable using the Blackboard platform. They do not view it as an interactive environment but rather

a repository of information and resources for the course.

It felt as though students had no training using Bb.

I don't know why these things are hard for students, but I've had multiple

students not be able to do it even after I've showed them how in class. It's simply not intuitive for most people.

Survey Results: What Instructors Said

Students vs. Instructors on Support

Uncertainty

“How Likely Are You To Recommend Blackboard to a Colleague?”

Paradox and Contradictionn On the whole, Students are happier, more satisfied with their

Blackboard experience than faculty.• Is the difference Content Preparation?

n Students and Faculty each say that the other cannot effectively use Blackboard. Who’s right?• Could it be they are BOTH right?

n Is there a winning pedagogical model that uses Blackboard in such a way as to yield both high Student and High Faculty Satisfaction?• College-Specific Data may yield the answers.

How do U.K.’s Colleges Compare with One Another?

Adoption Stories


College of Arts & Sciences-1 -0.8 -0.6 -0.4 -0.2 0 0.2 0.4 0.6 0.8 1

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IDEATION

Solutions: What to do?1. Simplify and streamline user access to key Bb features

§ Lock-Down Browser§ Improved User Interface§ Blackboard Product Improvements

2. Address support issues§ Expanded Training Material Availability§ Increased Staff Support for Issue Resolution & Course Creation

3. Improve the institutional approach to LMS adoption§ Faculty Blackboard Community of Practice§ Proctored Testing Centers§ Culture of Teaching and Technology

Solution Prioritization

Solution Total Score:High score

most favorable

Value Score:High score

highest value

Risk Score:Low score High

Cost/Risk

Lock-Down Browser: Pursue testing and deployment of a ‘lock down browser’ to improve exam and quizzes experience.

16 10 6

Improved User Interface: Revamp the first-level of the user interface to improve look and feel and simplify navigation. Consistent faculty & student UI experience.

15 10 5

Blackboard Product Improvements: Develop a list of product improvements in the areas of student-faculty communication and collaboration tools and interfaces within BB and the gradebook and work with Bb and their product development teams.

15 9 6

Expanded Training Material Availability: Expand the training materials available to faculty and staff (with a focus on ‘in-line’ within Bb or ‘just-in-time’ training)

18 9 9

Increased Staff Support for Issue Resolution & Course Creation: Significantly increase the staff support for Bb for resolving issues and creating course shells relieving faculty workload and providing for a more consistent student experience. Leverage local college support staff where possible and coordinate a federated support program that balances the use of local and central support capabilities

17 10 7

Faculty Blackboard Community of Practice: Develop an enhanced faculty-focused communication and collaboration program around Bb best practices. Establish a virtual and physical community of practice where LMS techniques can be further shared and refined. Use web based knowledge management to help share practices. More consistent faculty approach to Bb use.

17 10 7

Proctored Testing Centers: Find additional facilities to support proctored testing centers and staff appropriately

14 8 6

Culture of Teaching and Technology: Establish a culture of teaching and technology. Provide faculty incentives for adoption and use. Affect the faculty promotion, tenure and review process to reward teaching

12 7 5

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Value

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Culture of Teaching and Technology

Improved User Interface

Proctored Testing Centers

Blackboard Product Improvements

Lock-Down Browser

Expanded Training Material

Availability

Increased Staff Support for Issue

Resolution & Course Creation

Faculty Blackboard Community of Practice

Implementation Timeline1-3 Months 4-6 Months 7-9 Months 10-12 Months 13-15 Months 16-18 Months

Improved User Interface

Blackboard Product Improvements

1)

Simplify and streamline user access to key Bb features

2)

Address support issues

3)

Improve the institutional approach to LMS adoption

Expanded Training Material Availability

Faculty Blackboard Community of Practice

Lock-Down Browser

Increased Staff Support for Issue Resolution & Course Creation

Proctored Testing Centers

Culture of Teaching and Technology

Questions & Discussion

blackboard ead presentation (educause 2011)

Education