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Report Investigating the Usage of the Module Assessment Section of the University Blackboard Content Management System.

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Essay title: Report Investigating the Usage of the Module Assessment Section of the University Blackboard Content Management System.

Report investigating the usage of the module assessment section of the university blackboard content management system.

Executive Summary

This report will be investigating how different users rate the module assessment section of the blackboard system and they use it. I will be using 4 different users to compile my results that have been chosen as they have different perceptions and usages for the system. I will be using questionnaires that I will send out electronically for my knowledge elicitation. The overall conclusion is that most users from a range of backgrounds think that the module assessment section of the blackboard application is working well and reliable with not too many changes needed. The key learning point that I have taken away form this exercise is to ensure that I make my knowledge elicitation clear and easy to understand for the user.

1.0 Introduction

This report will look into the usage of the module assessment section of the online blackboard application, which is used by universities around the UK. My assumption of the module assessment section is that of the content when a particular module is selected from the main page and the tabs within, such as module content, assignments etc…

The reason for this report is to see what types of people use the system and for what particular uses. To see whether they think the system is working well and all it could be or whether they think it could do with some improvements.

I will use 4 subjects for the study; they are all from different backgrounds and have different perspectives on the usage of the system. There is a support worker working for Leeds Met, a computing student from Huddersfield University, a graphics student from Newcastle University, and an accounting student from Stafford University. This should mean that the overall view we get is a general view.

I am using a questionnaire to obtain my data, I have chosen this method, as it is easy for the user to understand and complete and is much less demanding on time and resources. It also means it can be sent out electronically for the user to complete when convenient.

2.0 Design

I have chosen to use a questionnaire for my knowledge elicitation. The reason for this being that I thought it had many advantages over an interview session or similar alternatives for this topic. While using a questionnaire I can send it out to multiple subjects electronically and they can return it electronically when it is suitable for them.

Once the data is received it will also be easier to compare results, as there will be defined answers rather than a broad opinion, which would be collected from an interview.

The questionnaire is 2 pages long and should take no longer than 5 minutes to complete. I have used a combination of both closed and open questions throughout.

2.1 The first set of questions are the standard set obtaining general information from the user such as their name, date of birth, job title etc. This is important as it shows us what type of background the user is from and thus their perspective of the usage of the system.

2.2 The second question is an open question asking the user to why they have to use the system and in what way they use it. I decided to use this question because it gets the user thinking about why and how they have used the system, which sets up their mind to complete the rest of the questionnaire accurately. It also gives us information as to the different way in which different users will use the system and so we can take this into account when analysing the results.

2.3 The third part of the questionnaire is a set of closed questions presented in a table format. Presenting it in this way makes it neat and clear and therefore user-friendly. The question is asking the user which parts of the module assessment section they use as different types of user may use different sections. It is a very simple straightforward question where the user simply has to say yes or no.

2.4 Moving onto the fourth part of the questionnaire I again have used a set of closed questions presented in table format for the same reasons as mentioned earlier. Here I have given a number of opinions such as ‘reliable’ and asked the user to mark how much they agree with it with regards to the module assessment section of blackboard.

Half way down the table the term ‘usefulness’ is used, it then splits up into the singular tabs available in the module assessment section.

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