After the successful rollout of Blackboard Ultra Navigation, the Digital Learning Environment (DLE) project group initiated the Ultra Courses pilot to assess the impact of transitioning course modules to the new Ultra experience. Unlike Ultra Nav's focus on the Virtual Learning Environment (VLE) homepage, Ultra Courses significantly enhances the presentation and design of course modules within the VLE.
As an experienced Learning Technologist, I collaborated with a colleague to jointly support a module from the School of Computer Science (COMSC) during this pilot. Despite initial reservations due to my unfamiliarity with the school's academic environment, I organised a preliminary meeting with the academic and my colleague. Ahead of this meeting, I prepared an Ultra course readiness checklist to complement the project lead's Ultra Courses Pilot Checklist. This meeting proved highly effective, allowing us to outline the project objectives, our proposed approach, and the support we could offer. The academic expressed satisfaction with our initial plan and appreciated our efforts to address their questions and concerns.
To effectively support others, I proactively engaged in multiple avenues to enhance my proficiency with Ultra. I attended workshops, hands-on exploration sessions, joined the Blackboard community, participated in webinars, and regularly consulted resources to stay updated on Ultra's advancements. These efforts equipped me with the necessary skills and knowledge to provide comprehensive support for Ultra.
The co-creation process for transitioning an existing course to Ultra Courses involved several key stages. Initially, we hosted deep-dive workshops for the academic, aiming to enhance their understanding of Ultra in various aspects such as course content structuring, student engagement tools, and assessment setups. Following this, I established a sandbox module, enabling the academic to begin preparing their course content. We agreed on weekly check-in sessions to monitor progress and address any concerns or questions. Additionally, we set up a dedicated chat channel on Teams for timely and effective support. As a result, the lead academic adapted well to the Ultra Courses interface, and the module was launched as planned, receiving positive feedback from students.
In addition to supporting the academic's transition of their existing course to the Ultra format, I also actively engaged with the project group to create centralised resources aimed at effectively communicating and promoting this significant change across the university. For the initial pilot project, I scripted and created multimedia resources including an introductory Ultra video showcasing key features of the platform. This video was designed to elevate awareness and understanding of Ultra for both staff and students. Building on this experience, for the subsequent broader rollout phase, I produced the promotional video 'Learning Central from Original to Ultra' targeted at all university staff and students. These centralised resources played a crucial role in clearly communicating the transition to Ultra and highlighting its benefits to ensure a smooth adoption process university-wide.
I didn’t stop there. Leveraging my web and Xerte development skills, I crafted a concise overview for staff, focusing on the benefits and educational principles of Ultra courses. In addition, I collaborated closely with a learning designer to create the Preparing for Ultra Courses’ Guide - For DigEd Staff. This guide aimed to consolidate knowledge and insights from the pilot project, increase awareness, and facilitate the upskilling of our wider Digital Education team, and included:
In summarising my initial experience with Ultra, it currently feels like a work in progress. The absence of several key features from the legacy system poses tangible challenges that need addressing. This pilot's objective was to spotlight and document these gaps, paving the way for a smoother future adoption. Successfully achieving this, I've gained invaluable insights that have greatly broadened my skill set, enabling me to contribute more effectively to forthcoming projects.
Being part of this high-profile university-wide project was both rewarding and challenging.
The greatest challenge for me was venturing into the unknown. Adapting to the unfamiliarity of the new Ultra system was daunting, yet it unfolded as an invaluable learning experience.
Previously, my involvement in large-scale university projects was limited. This project enriched my understanding of project management, particularly around the deployment of learning technologies, including initial engagement, effective communication and support, and thorough process evaluation. This experience is now a cornerstone of my approach to future projects, equipping me to navigate large-scale initiatives with confidence.
Contributing ideas to the core working group and seeing them come to fruition was a significant achievement. My research into how other schools used engaging resources in early project stages inspired me to propose and produce an introductory video. I learned about using video as a powerful tool for information dissemination and connection building. We are navigating an era marked by swift transformations, where short videos are increasingly overshadowing traditional media like text and images. I feel immensely grateful for the chance to leverage this contemporary medium in our project's promotion.
The interdisciplinary nature of this project also fostered connections with a broader range of professionals, such as IT specialists and enthusiastic new colleagues. As we collectively enhanced the pilot module, our shared experiences enriched our understanding and appreciation of each other's working styles. The mutual benefits gained from this cross-departmental cooperation underscored the value of diverse perspectives in educational innovation.
Looking ahead, I am eager to participate in more projects of this scale, further demonstrating my capabilities and bringing added value to our educational mission.