1. Nijmegen Conference 19 February 2005 - Reinder Vrielink International MSc e-learning, multimedia and consultancy Conference 2005 Evaluatation of the implementation of Blackboard at the Zernike College (Groningen/Haren)

2. Nijmegen Conference 19 February 2005 - Reinder Vrielink Introduction of myself zReinder Vrielink y22 August 1951 zHead master VMBO at the Stedelijk Daltoncollege at Zutphen zI live in Deventer with my wife Christa, two cats, two birds yAmke (28) Almere yErik (26) New York yMarijke (23) Amsterdam

3. Nijmegen Conference 19 February 2005 - Reinder Vrielink VMBO zBasic secondary education ( 12-14)refers to the first two years. zPre-vocational secondary education (15-17) (VMBO-basis en kaderberoepsgerichte leerweg) zIn the upper forms (third and fourth) pupils can choose from four sectors: - Business and economics - Engineering and technology - Care and welfare - Agriculture. zGeneral Secondary Education (VMBO-theoretische leerweg; MAVO): this course prepares pupils for Secondary Vocational Education (Colleges - MBO). zApart from this regular education we offer special education for pupils with specific learning needs or abilities.

4. Nijmegen Conference 19 February 2005 - Reinder Vrielink Why the Zernike College? zI was acquainted; I was one of the members at the start of ICT-north in 1999 (13 schools, including the Zernike College; nowadays 45 in the field of ICT collaborative secondary schools, accompanied by the Noordelijke Hogeschool Leeuwarden (NHL) and the Rijks Universiteit Groningen (RUG). Together we made a ICT-study trip to Finland in 2001. zThe Zernike College introduced Blackboard in 1998. In the year 1998 and 2001 the Zernike College became “computer school of the year” in the Netherlands. This school is still in the front of using Blackboard in secondary education and can serve as an example for other secondary schools.

5. Nijmegen Conference 19 February 2005 - Reinder Vrielink Evaluation Blackboard Zernike College (Groningen/Haren) zProject studies (module 5): y MSc in e-learning, multimedia and consultancy zPersonal goals: yDevelop consultancy skills yHow do you launch Blackboard on a efficient way in a secondary school? zSchool profits: yManagement; increase performance yTeachers; increase efficiency

6. Nijmegen Conference 19 February 2005 - Reinder Vrielink Research questions one zWhat is the quality of a by Brainbox supported lesson? How effectient is the performance of Brainbox (qualitatieve and quantitative)?

7. Nijmegen Conference 19 February 2005 - Reinder Vrielink How do you measure the Efficiency of a by Brainbox supported lesson.

8. Nijmegen Conference 19 February 2005 - Reinder Vrielink How do you measure the Efficiency of a by Brainbox supported lesson. zIt will be easier for students to start their lesson themselves. The independency of the students and their own responsibility of their learning process increase (Oudshoorn, 2004). So I choose to investigate the use of announcements, study planners, the possibilities of answers and tests. zThis electronic form of communication leads by proper use (good assignments and tasks) till an intense contact, more time-on-task, and effective discussions rather than in many face-to-face groups in education (Deinum, 2003; Kanselaar, 2004)”. I investigate on the use of the discussion board, the use off group work and e-mail (communication). zThe quality of the student’s products will raise because students are more motivated when the assignments are in digital form. (Helder, 2004). I investigate the use of the drop box, so that the mailbox of the teacher is not loaded up.

9. Nijmegen Conference 19 February 2005 - Reinder Vrielink Research method zAnalyses of 31 courses yannouncements, answers ytest, study planners, content ydrop box, discussion board ygroups, e mail zTotal number of courses are 387 (total 300 teachers).

10. Nijmegen Conference 19 February 2005 - Reinder Vrielink Analysing courses zTable 1: investigated courses. zDescriptionNumber% zInvestigated courses37100 zBeyond classes 616 zLower classes2157 zUpper classes1027

11. Nijmegen Conference 19 February 2005 - Reinder Vrielink Analysing courses zTable 2: percentage of use per course of withdraw activities from 31 courses zActivity Number% zAnnouncements 723 zAnswers1135 zDiscussion board413 zDropbox 1239 zE mail1755 zGroups1342 zStudy planner2271 zTest1342

12. Nijmegen Conference 19 February 2005 - Reinder Vrielink Analysing courses zTable 3: number of hits per activity zHits% zAnnouncements1389219 zContent4419560 zDiscussion board19903 zDropbox20213 zE mail13542 zGroups36785 zOther65959 zTotal 73725100

13. Nijmegen Conference 19 February 2005 - Reinder Vrielink Research question two zEventually interventions: yDiagnose: Burke-Litwin causal model of organisational performance and change. At what level of organization will an eventually intervention be the most effective; mission/strategy, management, structure, motivation teachers?

14. Nijmegen Conference 19 February 2005 - Reinder Vrielink

16. Conclusion and Reccomendations zMake a strategic ICT-plan yformulate goals ywhat is the vision on the use of an OFLE? zManagement yuse Blackboard youreself yput Blackboard at the agenda ydiscuss with sections zSustain yparticipation of the management yexchange - celebrate successes! yschool arrangements on structure

17. Nijmegen Conference 19 February 2005 - Reinder Vrielink Research questions three zDissertation (module six) focus on pupils yMy research question is whether students like Blackboard. Do they think that the use of Blackboard is useful? Which issues can predict the use of Blackboard in the best way? I like to know if the use of Blackboard in education at secondary schools has additional value.

18. Nijmegen Conference 19 February 2005 - Reinder Vrielink Evaluation Blackboard Zernike College (Groningen/Haren) zAdvantages of Blackboard seen by pupils are: yTeaching materials yPractical information like the study results yDigital drop assignment at any time ySupport from the teacher zDisadvantages of Blackboard seen by pupils are: yBoring ySlow yWhere are the study planners? yEnglish. Most courses at the Zernike have buttons in Dutch! yRSI

19. Nijmegen Conference 19 February 2005 - Reinder Vrielink Evaluation Blackboard Zernike College (Groningen/Haren) zTechnical Acceptance Model (TAM) zQuestionnaire 11 point Likert scale zIs there a difference between lower classes and upper classes? Between females and males? zFirst impression yease of use 6.4 yusefullnes 6.6 yenjoyment 4.5!

20. Nijmegen Conference 19 February 2005 - Reinder Vrielink Comments from pupils zMaarten (15, A5);”I know how to handle well with computers and I know meanwhile most functions of Bb. There is almost no profit to gain for me, in the way of ‘skills’. The problem is only that Bb wants too much at the same time and that in most cases separate programs with one goal functions better. Like Gmail for e-mail and IM for contact. I don’t know how to put this right”. zKarin (18, A6); about if it is pleasant I like to say that, because it can be handy, it is pleasant. But not in the way that you become cheerful or you can compare it with something pleasant like dancing or laughing with friends. Moreover my internet is not working very fast, which is very frustrating”. zComments from my daughter Marijke (23, student University of Amsterdam);”If you work in a group the e-mail function in Bb is handy. I like Bb now more than I use to do because all the assignments, information, schedules are on Bb. Because there are less contact moments, I experience Bb as handy now. Moreover you can consult Bb any time any where you want”.

21. Nijmegen Conference 19 February 2005 - Reinder Vrielink Discussion Thank you for you’re attention. Have a nice conference!