By Annick F, Learning Technologist, (Digital Learning Systems)
In this post, we explore how Oliver Godsmark, Senior Lecturer in History, uses Blackboard and Microsoft Teams to enhance student engagement and create a digital, collaborative learning environment. Oliver teaches the Level 5 History module, “The Cold War: Global Conflict, Culture and Diplomacy, 1945–1991”, in which students engage with a variety of historical texts, primary sources, and archive material to build a rich understanding of the period.
The module’s core resources, assignment submissions, and announcements are hosted on Blackboard, which serves as the central learning hub. To enhance collaboration, Oliver makes use of Microsoft Teams through the Microsoft Education tools in Blackboard. This set up makes it simple for instructors to create a Microsoft Class Teams space that is automatically populated with students and configured with the right permissions, saving valuable time and effort. The dynamic synchronisation with Blackboard means that instructors can feel confident that the correct staff and students are always included in their Microsoft Class Team.
The Teams space in this module is clearly structured, with a dedicated channel for group activities and weekly folders where source materials are regularly posted.
Students dive into selected extracts and discuss the perspectives, responding to one another’s interpretations. Using the Teams environment and its in-document reviewing and commenting tools, students can reply directly to their peers, react to comments with ‘likes,’ and tag classmates to keep conversations active.
This approach has led to high levels of engagement. Students’ comments often spark further discussion, and conversations frequently develop into peer-led explorations of historical contexts. Through these ongoing exchanges, students collectively deepen their understanding by systematically dissecting texts, identifying key themes, debating interpretations, and connecting events across the Cold War period.
The consistent interactions – liking, commenting, and acknowledging each other’s contributions – also foster a strong sense of learning community. As one student observed, “Teams has been very helpful to engage with group projects.” These interactions extend beyond a standard reading task and demonstrate sustained, thoughtful academic engagement.
While Blackboard remains the main digital space for the module, Teams has become a dynamic environment for discussion and collaboration. Oliver has observed not only higher participation rates but also an improvement in the quality of students’ analytical engagement.
By integrating Microsoft Teams with Blackboard, this History module has successfully fostered a collaborative digital learning community. Students are actively engaging with complex sources, interacting meaningfully with their peers, and developing a sense of belonging and shared academic purpose, a key component of effective learning in a digital space. Furthermore, the use of Microsoft Teams supports the development of transferable skills relevant to modern workplaces. Students learn to communicate and collaborate within an organised, cloud-based platform that mirrors the tools and practices commonly used in professional settings.
The use of Microsoft Teams alongside Blackboard is now being adopted across other modules within the programme. Colleagues have recognised its positive impact on student engagement, collaboration, and confidence, and are beginning to implement similar approaches. This reflects a shared commitment to developing interactive and supportive digital learning environments that promote active participation, collaborative learning and a sense of belonging.