By Keith Taynton (Learning Technology Support Officer)
The shift to Blackboard Ultra VLE, far from being just a platform migration, has become a catalyst for pedagogical innovation for Trevor Cotterill (Senior Lecturer in Education Studies and SEND). An experienced module leader embracing the evolving landscape of digital learning, Trevor has enthusiastically integrated AI tools within Blackboard Ultra, creating a dynamic and engaging learning environment for his students. This case study explores Trevor’s journey, highlighting the practical applications of these tools, the positive reception from students, and offering insightful advice for module leaders venturing into this exciting territory.
Beyond the Repository: Embracing Blackboard Ultra as a Collaborative Space
Trevor’s approach to Blackboard Ultra is far from simply using it as a digital filing cabinet for course materials. He sees it, and actively utilises it, as a vibrant and interactive learning space. Migrating his online top-up course to Blackboard Ultra this year provided the perfect opportunity to fully leverage its capabilities and explore the potential of the integrated AI tools.
“We’ve really embraced Blackboard Ultra,” Trevor explains, emphasising the platform’s capacity to foster dynamic resource development and engagement. He highlights the consistent use of core features like announcements and messages to maintain clear communication. However, the real innovation lies in his strategic deployment of tools like student journals, discussions, and the integrated AI conversation features.
Journals: A Direct Line and Personal Learning Log
Trevor has cleverly repurposed student journals, moving beyond their traditional function as private reflection spaces. He actively encourages students to use journals as their primary communication channel, explicitly asking them to “don’t send emails… use your journal.” This simple yet effective strategy ensures important queries and draft work don’t get lost in overflowing inboxes. The visual cue of a “new discussion” notification within the journal interface ensures that Trevor knows when there has been student engagement and how he needs to respond. Being able to make these decisions at a glance helps with time management and establishes expectations of interaction with students. Perhaps most importantly, students have embraced this approach; utilising journals for sharing draft information and seeking feedback, all whilst maintaining a personal learning log within the VLE.
Discussions: From Digital Flip Charts to Collaborative Hubs
By supplementing his active face-to-face teaching with group activity in the discussion forums of Blackboard Ultra, Trevor provides prompts and activities directly within the VLE, helping to transform it into a dynamic space for collaborative learning. For instance, in a module exploring “intersectionality of identity,” students respond positively to prompts and engage in peer-to-peer debate and discussion directly within the forum. This digital approach not only eliminates the ephemeral or disposable nature of more traditional flip chart exercises but also fosters a sense of community and shared learning whilst again capturing such learning activity. In short, the open-ended and interactive nature of the discussions that Trevor has curated encourages students to respond to each other, building upon ideas, creating a rich learning experience and developing a strong cohort identity.
AI Role-Play: Stepping into Professional Shoes in a Safe Space
Perhaps the most innovative aspect of Trevor’s approach is his utilisation of the AI conversation tool for role-playing activities. Recognising the case study-driven nature of his students’ learning, Trevor has designed role-play scenarios where AI-generated “professionals” interact with students.
In one example, focusing on “identity and disability,” students engage in role-play interviews with AI personas representing individuals with specific intersecting identities. Students formulate questions, practise their interviewing skills, and receive responses from the AI, simulating real-world professional conversations.
“It gives the students the opportunity to produce questions that they can try out,” Trevor notes. Crucially, he emphasises the importance of critical evaluation of what these AI tools produce, ensuring students understand the need to “check everything… the accuracy of the information they’ve got.” This approach provides a valuable “trial before they go and talk to… actually go into placement,” offering a safe and supportive environment to hone crucial professional skills. Students are enthusiastic about this tool, with one student exclaiming, “It’s good in there!” highlighting their surprise and delight at the tailored and responsive nature of the AI.
Copilot and the Creative Suite: Empowering Student Expression
Beyond the built-in Blackboard Ultra AI tools, Trevor encourages students to leverage the wider Microsoft 365 suite, particularly Copilot. He demonstrates how Copilot can be used to generate diverse outputs, including Sway presentations and video clips using Clipchamp. This integration empowers students to move beyond traditional written submissions and express their learning in varied and engaging formats, aligning with Trevor’s commitment to authentic assessment.
For a 4000-word report module, Trevor has observed students using Sway, generated with the assistance of Copilot, to create dynamic and multimedia-rich submissions. This not only makes the learning experience more flexible for students, it also mirrors contemporary professional communication practices. One student even discovered the ability to create voice-over PowerPoints directly within the platform, a feature they found was “the best thing ever!”, further highlighting the empowering and accessible nature of these industry-standard tools.
Student Reactions: Embracing Collaboration and Control
The student response to Trevor’s integration of AI tools has been overwhelmingly positive. They appreciate the collaborative learning environment fostered by discussions and the practical, skill-building opportunities offered by AI role-play. The flexibility and creative freedom afforded by the integration of Copilot and the Office 365 suite has been particularly positively received.
Students are not simply passive recipients of information; they are actively engaged in shaping their learning experience. Trevor emphasises that these tools “allow for tailoring of individuality,” giving students agency over their learning journey and developing a sense of ownership and belonging.
Trevor’s Advice: Start Simple, Embrace Collaboration, and Let Go of Control
For module leaders hesitant to integrate AI tools into Blackboard Ultra, Trevor offers practical and encouraging advice:
Start with the Basics: Begin by familiarising yourself with core Blackboard Ultra tools like discussions and journals. These intuitive features provide a solid foundation for interactive learning.
- Shift Your Mindset: Move beyond viewing Blackboard Ultra as just a repository. Embrace its potential as a dynamic and collaborative learning space.
- Experiment with AI-Generated Activities: Utilise AI to generate initial activity ideas and discussion prompts. Adapt and refine these suggestions to suit your specific module and learning objectives.
- Encourage Journaling and Discussion: Promote the use of journals for communication and draft work, and leverage discussions for collaborative activities and peer-to-peer learning.
- Explore the Power of Role-Play: Introduce AI role-play scenarios to provide students with safe and practical environments to develop professional skills.
- Integrate Copilot and the Office 365 Suite: Show students how to utilise Copilot and tools like Sway and Clipchamp to enhance their learning and create a wide array of outputs.
- Facilitate, Don’t Control: Embrace a facilitator or curator role, empowering students to take ownership of their learning and utilise AI tools creatively. “You’re letting go”, Trevor advises, “You’re giving them access to the collaborative tools, but more importantly you’re giving the students the opportunity to express themselves creatively and intellectually you don’t have to always be in charge”.
Conclusion: A Future of Dynamic and Empowered Learning
Trevor Cotterill’s experience demonstrates the transformative potential of AI tools within Blackboard Ultra. By strategically integrating these features and embracing a collaborative, student-centred approach, he has created a dynamic and engaging learning environment. His students are not only mastering course content but are also developing crucial professional skills and digital literacies. Trevor’s journey serves as an inspiring case study, illustrating how module leaders can leverage AI to unlock student engagement, empower them, and develop a more dynamic and future-focused educational experience. His advice encourages module leaders to take the first step, experiment, and discover the exciting possibilities that AI offers within the increasingly familiar environment of Blackboard Ultra.