Winners by Category


Leading Change

This award honors those institutions who are on the forefront of educational innovation and have developed and implemented high impact educational strategies that scale.

Tuscaloosa City Schools

Nebrija University, Spain

Global Campus Nebrija

Nebrija University has implemented a new educational model: hybrid learning. It relies on our proprietary methodology, the outcome of years of research and teaching in b-learning. It also incorporates latest educational technology and allows students to interact in an immersive way removing any physical barriers. Blackboard is a fundamental piece to ensure that remote students fully experience the class and take advantage of these tools. The Global Campus team is dedicated to accompanying, advising and supporting students and teachers to optimize its pedagogical use.

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University of Bahrain

ADA University, Azerbaijan

ADA University

ADA University is the first digital university of Azerbaijan. It is the vision of the University, its commitment to excellence and continuous advancement that have led the institution to become fully digitalized very timely and ensured continuity in teaching and learning when many other institutions were struggling with it. ADA University is now committed to sharing this practice with other institutions across the country and supporting them in their successful digital transformation. ADA has always been known for being a catalyst for changes in the education of Azerbaijan.

Princess Nourah bint Abdulrahman University

University of Illinois at Chicago, United States

Dr. Elizabeth Romero, Dr. Szymon Machajewski, Landen Dixon, Cheryl McKearin, Thomas Okon

Dr. Elizabeth Romero's team at UIC created a culture of data-informed decisions and faculty self-governance of the LMS. A strategy of building collegiate relationships, pilot programs, and self-service empowerment resulted in faculty reporting comfort level with the LMS at 73%. The strategy paid off during the quarantine. With 548% increase in the LMS usage students ranked instructor expertise within the LMS at 81%. Dr. Romero led with optimism in times of uncertainty. UIC is the largest university in the Chicago area and the largest medical school in the US.

Montgomery County Community College

Istanbul Okan University, Turkey

Emel Koc, Learning Application and Research Center Director

Okan University leads hybrid education transformation with 360° process design in the fields of academic, career, physiological, social and intellectual development within Blackboard Learn and Collab. The platform has aided, integration of educational technology tools, online supported education application via LTI/RestApi, including taking care of retention center, using analytics, allowing for continuous/incremental development of the courses, adaptation for different elements in the online learning structure such as AI or more advanced learning algorithms to democratize the learning more.

Sam Houston State University

Imam Abdulrahman Bin Faisal University, Saudi Arabia

Dr. Muneerah B. Almahasheer (Dean) and the Deanship of eLearning

Imam Abdulrahman Bin Faisal University has sought to keep pace with new developments in higher education and aspire to make a qualitative leap in leading several transformational eLearning projects. The Basic e-Courses Development and Delivery Project at the Deanship of eLearning is meant to systematically develop e-courses on programs level using the Basic level development process and templates. This is one of the first developed Bb template to adopt the Saudi National eLearning Center new quality standards that guided the IAU faculty members in successfully transitioning to online learning.

Northumbria University

Universidad Católica de Ávila, Spain

Universidad Católica de Ávila

The Catholic University of Avila (UCAV) has started projects which objective is to share technology and knowledge with other educational institutions. In addition, UCAV has organized a program about virtual learning that has taken by 60,000 teachers last year. These project has been done using Blackboard Learn and Collaborate as main tools. With this projects many educational organizations have been able to take the step towards digitization. It is worth highlighting that our system has helped many people to have access to education in such difficult times marked by the COVID-19 pandemic.

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CEU

Universidad Peruana de Ciencias Aplicadas, Peru

Universidad Católica de Ávila Educational Innovation Team: Jorge Bossio, Silvana Balarezo, Juan Nazario, Manuel Bazalar, Diego Nue, Isabel Arana, Edson Cocha, Bruno Chacón, Jorge Ramírez, Cleofe Vergara

Road to an Ultra experience: Migration to SaaS and Ultra. The objective is focused on redefining the experience of our students, consolidating the institutional LMS as a key element in the e-a process and leaving evidence, facilitating the accreditation processes and consolidating the educational model. With approximately 60,000 students and more than 3,500 teachers. In addition to the emergency we are experiencing, this project turned into a great challenge due to the risk implied by the continuity of the service and achieving the migration in less than 10 days. Simply, nothing could fail!

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CEU

Keiser University, United States

Sherry Olsen, Instructional Design Team, Dean Team, and Online Faculty for the Online Division at Keiser University

While the onset of COVID-19 brought new and difficult challenges to higher education institutions, Keiser University was able to survive these challenges with the implementation of new processes and procedures. Keiser Online Division helped transition all Keiser campuses, and sister institutions, to online formats, allowing students to remain in class. Providing robust faculty and dean training, online faculty mentoring, faculty enrichment series, instructional design support, and implementing Blackboard Analytics helped ground campus faculty and students to smoothly transition online.

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CEU

United Arab Emirates University, United Arab Emirates

Prof. Hassan Selim, Center for Excellence in Teaching and Learning (CETL)

The CETL has been restructured in 2014 to start a creative and innovative endeavor to entrench a culture of excellence within the teaching and learning culture in UAE University. The flagship higher education institution in UAE. CETL has been the single stop shop of digital teaching and learning to all faculty members.

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CEU

University of Tabuk, Saudi Arabia

Dr. Ali Nazil Alshammari (Dean) and the Deanship of e-Learning and Distance Education Team

University of Tabuk (UT) has launched a training initiative called Atqant; which has become well-known, not only at UT, but across the Saudi Universities. The program included 90+ workshops, follow-up assessment, instructional videos, 24/7 technical support, technological solutions, and the e-Learning Excellence Awards. Atqant has covered a wide range of topics, including innovative technologies, Instructional Design, Content Accessibility, Analytics, Assessment and Evaluation, and much more. Atqant has also included the development of several innovative technologies to support online learning.

CEU

Wellesley College, United States

Business Intelligence and Integrations Team: Lisa Newman, Rachael Coombes, Tony DiPesa, Mary Sprague

Wellesley College accomplished an innovative technology usage of the Blackboard Analytics (BBA) Software Platform for bridging together two student systems, Banner legacy and Workday Student data. Seamlessly bridging together these two student systems in the BBA platform was critical to the continued support of institutional student analytics, longitudinal and student outcome studies and official census snapshots. The project results had a significant and immediate impact on student success studies by allowing also for the continued usage of our Pyramid Analytics dashboards and reports.

CEU

TRADOC Proponent Office ATIS / Learning Management Team, United States

Learning Management Team, Valerie Wilkinson, Cheryl Cassell, Alexis Reed

When COVID 19 hit in 2020, the US Army had a need to stand up online courses quickly for over 100,000 soldiers and civilians. The Learning Management Team assembled quickly and drove innovation and change by enabling the deployment of courses and virtual instruction in a matter of weeks.

Community Engagement

his award recognizes clients who are dedicated to improving student achievement by fostering a connection between school districts, institutions, educators, students, and their communities.

Tuscaloosa City Schools

Columbia Southern University, United States

Chantell Cooley and Elizabeth MacWhinnie IDT, CE, and Marketing Departments

By providing life-and career-enrichment courses for free to all, CSU has been able to share its unique family-based history and atmosphere with students, potential students, and the community. In addition, CSU was able to gain new applicants, increase student retention, and even gain new enrollments. The impact of providing students of these courses with leadership skills that they can immediately apply and use as members of their own community truly fulfills the goals and vision of the CSU Continuing Education leadership course series.

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University of Bahrain

University of York, United Kingdom

Amy Eyre

Amy Eyre has worked closely with stakeholders both in her own institution and across the world during the COVID outbreak to help ensure a quick, easy uptake of the Collaborate Ultra webinar platform. Co-leading the Mobile and Collaborate ("MoCo") User Group and co-hosting their monthly meetings; generating dozens of user guides and blogs; being part of the Blackboard Community Leadership Circle; presenting at conferences; surveying users; being heavily active on Blackboard Community/Bb Techie Slack are just some of the ways she has helped support a huge range of users across the globe.

Montgomery County Community College

The School District of Osceola County, FL, United States

Community Relations Team

The School District of Osceola County's Community Relations Department set out to create a program in which anyone in the community could submit information that shared feel-good stories about teachers, students, athletics or clubs, etc. that could be featured and shared on the website and social media. As a result, we are better at engaging our community and sharing our district's story.

Sam Houston State University

Grupo Ser Educacional S/A, Brazil

Jânyo Diniz, Joaldo Diniz, Enzo Moreira, Sérgio Murilo, Pollyana Dias, Dayanna Ximenes, Luis Andre de Sena e Equipe Digital do Grupo Ser Educacional.

The "Grupo Ser Educacional" is recognized for its community engagement with its online education project accessible to all its students. Continuity of studies is guaranteed, in times of pandemic, with a requirement for social isolation for high-risk groups. Sponsored by the Ser Educacional group to ensure assistance, monitoring and full access to Higher Education, in the home format, through Distance Education, for 189 families of Mothers with children with rare diseases. The project, in addition to involving the family, also involved the Non-Governmental Organization "AMAR".

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Northumbria University

Kansas Blackboard Users Group (KBUG), United States

Kansas Blackboard User Group (KBUG); Casey Eubank, WSU Tech; Dawn Fry; Paula Phelps, Southwestern College; April Robbs, Ottawa University

The Kansas Blackboard Users Group (KBUG) substantially increased conference attendance and outreach beyond a regional level that engaged the Blackboard Community as a whole. KBUG was also able to create a model for hosting a global user conference that could be replicated by other user groups such as the Michigan Blackboard Users Group (MIBUG), As a result of the KBUG model, the Blackboard community can potentially be engaged at a higher level due to user group global outreach events.

CEU

Rush-Henrietta Central School District, United States

The Rush-Henrietta Equity Journey Team: Heather Campo, Travis Anderson, Diane Wynne, Dominic Piacentini, Nerlande Anselme, Qianna Reaves-Campbell, Janette Biehler

The Rush-Henrietta 10-day Equity Journey was designed to provide information on sensitive topics in a non-confrontational, easy-to-digest format to raise awareness of the importance of our equity and inclusion work. It also provides resources for those interested in furthering their own learning around these topics. Addressing these issues in the setting of a K-12 school district has the potential to impact the future. From the classroom to the family room, respectful discussions about equity and inclusion help to build awareness of the problem and willingness to work toward a solution.

Teaching & Learning

This award recognizes those who have adopted flexible, distance and online delivery, including using mobile technologies to positively impact the educational experience.

Tuscaloosa City Schools

Universidad Peruana de Ciencias Aplicadas, Peru

Jorge Bossio Montes de Oca, Silvana Balarezo Perea, Jessica Vlasica Malpartida, Gabriela Gonzales Gaspar, Isabel Arana Glave, Juan Francisco Nazario Vargas. Equipo Aprendizaje a Distancia DADO - UPC (Distance Learning DADO - UPC)

The achievements obtained from the incorporation of the role of Learning Assistant (AAD) are: Greater participation of students in the online sessions of the blended courses, from the intervention of the AAD; Increase in the use of platform tools at the level of communication and activity monitoring; Improvement in the perception of students about the blended courses, due to the support they receive from the AADs. All these achievements allow us to conclude that blended and online models in institutions can have a positive impact as long as they have a clearly defined pedagogical model.

University of Bahrain

Mayo Clinic, United States

ADAPT Team - Chase Sims, Theresa Freese, Kristopher Kolish

In 2018 the Anesthesiology department at Mayo Clinic in Rochester engaged the Mayo Learning Solutions Center to develop an innovative, dynamic platform in Blackboard, termed the Anesthesia Digital Apprentice (ADAPT). This modular curriculum continued to be delivered by a dedicated core faculty group with a high-yield knowledge to clinical practice translation method that has improved engagement and resident satisfaction. During COVID, the curriculum in a digital format continued to be delivered without interruption.

Princess Nourah bint Abdulrahman University

Abu Dhabi Vocational Education and Training Institute, United Arab Emirates

Phil Burgess, Educational Technology Specialist

Rapid transition to 100% online learning in a Vocational Training Environment in response to COVID Pandemic. Uniquely redesigning assessment practices in response to the removal of face to face and workshop classes ADVETI moved to Blackboard in December 2019 and by March 2020 had achieved 100% online delivery across all 4 Institute locations, while at the same time addressing the unique requirements of delivering and assessing practically based Vocational courses remotely.

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Montgomery County Community College

VIU - Universidad Internacional de Valencia, Spain

Customer Intelligence team: Daniel Soriano, Israel Bru, Rosa del Hoyo, Marcos Cellilli, Mario Maestro, Ignacio Palomo, Jaime Yagüe

The Valencia International University has developed a continuation of its "Campus Revolution" strategy by further customising of their LMS template based on a mobile-first approach, trying to understand the differences between a mobile phone and a desktop/laptop user by applying a UX process to diferentiate what to see when logging to Blakcboard Learn from each device. As projections show, the implementation of a dual student strategy shows up by increasing satisfaction and retention over the institution.

Sam Houston State University

University of Louisville, United States

Jamie R. Abrams, JD, LLM, Marija Sasek, DMD, Valerie Harris Weber, DMD

Faculty from the University of Louisville School of Law and School of Dentistry partnered to develop an original dental malpractice case file. They then launched a deposition simulation featuring competing experts testifying on how medical standards of care and causation issues apply in the case. This large-scale online simulation brought campuses and disciplines together to build professional identity and apply fundamental course concepts actively and collaboratively.

Northumbria University

Universidad Peruana de Ciencias Aplicadas, Peru

Jorge Bossio Montes De Oca, Jessica Vlasica Malpartida, Anabelén López Orchard, Estefanía Agurto Espinoza, Alejandra Begazo Villanueva, César Ernesto Maeda Ruiz, Hugo Román Pilco, Lissett Campos Chonta

The Graduate School and the Digital and Online Learning Area of the Peruvian University of Applied Sciences (UPC), analyzed the opportunity to design and launch a new value proposal in the market of specialized courses. The specialized online courses were developed with a new pedagogical model, in which asynchrony and teacher facilitation is the differential. Participants can learn new skills in a short time, improving their performance and obtaining the expected learning results.

CEU

The Johns Hopkins University, United States

Ann Garrison Darrin, Hong Shaddy

At Johns Hopkins University, Whiting School of Engineering, a student-facing discussion leaderboard was implemented in a new graduate course - Spacecraft Hardware Design Considerations - to promote student engagement and deliver an optimal learning experience. The leaderboard displays the names and number of posts by top participants in each week's online discussions on the course home page. Student perception and participation data indicate that the leaderboard contributes to sustaining learner motivation and engagement.

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CEU

Universidad de Sevilla, Spain

Juan Ramón Lacalle Remigio

I have taught the course "Introduction to Biostatistics" using a Team-based learning (TBL) approach. The course was mainly face-to-face, and the LMS used merely as an ancillary resource. After March 2020, I had to shift the whole course to online teaching, while keeping the essential features of TBL. Among others, the three key tools helped me to accommodate the classroom activities: groups, Collaborate with breakout rooms, and assessments. Having experienced these transformations, I, like many other professors, will have a newfound appreciation for the time we spend in the physical classroom.

CEU

Indian River State College, United States

Katie Profeta, Brenda Rante, Sara Peterson, and Virginia Keating IRSC National Preparedness Institute & IRSC Global

In an effort to continue serving the community during the COVID-19 pandemic, the IRSC National Preparedness Institute and IRSC Global teams designed, developed, and launched a blended version of the American Heart Association's Basic Life Support CPR Course to continue supporting their students and community. This initiative allowed IRSC to provide training to over 545 current students, future students, and public citizens during the pandemic with more than 400 individuals successfully earning new or renewed CPR certifications.

CEU

Notre Dame-Cathedral Latin School, United States

Faculty and Students of Notre Dame-Cathedral Latin School

When Notre Dame-Cathedral Latin School partnered with Blackboard to provide the learning management system for our 700 students and 55 teachers, we sought a robust system that would advance our school's mission to prepare students for the challenges of college study. We never could have anticipated that Blackboard would become our learning lifeline during the school shutdown of the COVID-19 pandemic. Instead of panicking when the governor closed all schools, NDCL's students and teachers nimbly pivoted to online learning. Thanks to Blackboard, teaching and learning continued—and succeeded!

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Inclusive Education

This award honors those whose methods have ensured their pedagogy, content, technology, and educational services are fully inclusive and supportive of all learners.

Tuscaloosa City Schools

The University of Lincoln, United Kingdom

Digital Education Team

In AY2021 The University of Lincoln led an inclusive digital learning transformation across our institutional VLE (Blackboard), doubling the accessibility scores of our learning resources, through a combination of mandated all-staff training, updated consistent, clear and coherent module templates with proactive promotion, innovative productivity tools and strategic leadership. The results have seen a step-change in the adoption and implementation of accessible practice across our digital learning ecosystem.

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University of Bahrain

Indian River State College, United States

Lucimara Mello, Katie Profeta, Sherise Hobson IRSC Global and Student Accessibility Services

Indian River State College (IRSC) Global and IRSC Student Accessibility Services established a partnership worked upon recommendations from IRSC Accessibility Workgroup to improve the accessibility of online courses and to comply with Section 508 legislation for online instructional materials. With a strategic plan and the adoption, testing, and implementation of Blackboard (Bb) Ally, IRSC Global and SAS not only accomplished the goals set by the accessibility workgroup, but also created a flexible learning environment to meet the needs of all learners through the pandemic and beyond.

Princess Nourah bint Abdulrahman University

California State University, Fresno, United States

Kathryn J. Biacindo

With course content converted through AGILE and compared to the standard folder content, the new content design helped both regular needs and special needs students equally well. Main findings were: 1. Inclusive content learned more easily, as measured by time to complete and score on completed assignments, 2. students who were introduced to Blackboard's alt text options obtained higher scores on assignments and earned more extra credit, 3. students required less help or assistance (virtual synchronic support session attendance and e-ticket requests), 4. greater ability to apply content.

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Montgomery County Community College

Grand Valley State University, United States

Julia K. VanderMolen, Ph.D., CHES, Hybrid Program Coordinator, Associate Professor, Department of Public Health

Dr. Julia VanderMolen, Associate Professor of Public Health with Grand Valley Start University (GVSu), uses Blackboard Ally, Quality Matters, and other tools to support developing an inclusive course accessible to all. Through the use of Blackboard Ally, she has learned to design her course to be accessible. Her innovative strategy included the promotion of accessibility within her department and throughout the university. She is currently serving on the Active Learning Taskforce for the university and participates in the ADA Advisory Committee at GVSU.

Northumbria University

University of York, United Kingdom

E-Accessibility Working Group

The e-accessibility working group at the University of York successfully shifted digital accessibility practice across the organisation by using Kotter's 8-step change process to plan for change, using evidence and data to drive behaviour change and evaluating impact at the end of each phase. They made a significant contribution to staff and students' digital experience, resulting in people working together to solve accessibility problems and wanting to do more. Their outputs have been shared widely across the sector, making them truly deserving of the Blackboard Catalyst award.

CEU

Angelo State University, United States

Dr. Dara Anderson, LMS Administrator; Dr. Lesley Casarez, Program Coordinator and Associate Professor; Mrs. Rebecca Schkade, Learning Technology Support Manager; Dr. Dallas Swafford, Director of Student Disability Services

A domino effect united the university to pull together the utilization of Blackboard course templates, closed captioning and Readspeaker, implementation of Blackboard Ally, and a focus on inclusive content. Incorporating these techniques enables all learners to receive maximum benefit from instructional materials provided within online courses. All of this has provided a success roadmap and launched a culture of inclusion that has begun to shape how administration, faculty, staff, and students view appropriate accessibility.

Optimizing Student Experience

This award honors those institutions whose educational and administrative innovations have markedly improved the total learner experience.

Tuscaloosa City Schools

Notre Dame University-Louaize, Lebanon

Dany Azzi, Office of Information Technology and University eLearning Center

During the COVID-19 closures, the Office of Information Technology at NDU organized the Online English Entrance Tests for 600 new applicants within 3 days. This shift in exam administration was first of its kind at NDU providing safety and equal opportunities for all applicants. With the economic and financial crises in Lebanon, we had to think of an efficient solution while relying on the existing human and technological resources at NDU. Within two weeks, we were able to build a simple, accessible, secure, and accommodating solution using Blackboard and Office 365.

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University of Bahrain

Eastern Kentucky University, United States

Department of Occupational Science and Occupational Therapy and the Office of e-Campus Learning Dr. Shirley O’Brien, Dr. Steven Shisley, Mrs. Haile Sissle, Mrs. Elizabeth Sartor

The Office of e-Campus Learning at Eastern Kentucky University collaborates with academic departments to offer a unique partnership between instructional designers, program advisors, and faculty to foster student learning and program support. Through the development and revision of a student portal for the post professional Doctor of Occupational Therapy online program within the learning management system, students can access information to reinforce program engagement. This collaborative initiative has helped promote student success in the online program.

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Princess Nourah bint Abdulrahman University

Cowley College, United States

Cowley College, Kansas, U.S.: Distance Learning Team (Eddie Andreo, Associate VP for Distance Learning and Site Management, and Shelby Huddleston, Director of Instructional Technology)

The Distance Learning Team at Cowley College supported their strategic initiative of improving online course quality and consistency by developing standardized course shell menus and an integrated syllabus template reinforced by the Quality Matters Rubric Standards. The team also implemented a mandatory student orientation for all learners to complete prior to having access to their semester courses, which also included a SmarterMeasures Student Readiness Assessment that measures a learner's readiness for succeeding in an online course based on non-cognitive indicators of achievement.

Montgomery County Community College

University of Derby, United Kingdom

Student Virtual Induction Project team

In response to the COVID pandemic, the University of Derby created a central, online Virtual Induction in Blackboard, to welcome both new and returning students. This was a new development created during the summer of 2020 and required an institutional approach to create a comprehensive offer. The induction is student focused and scaffolds induction from results day throughout the first semester. Over 16,500 students have access to Virtual Induction and over 80% of students have been active in the course.

Sam Houston State University

Universidad Privada del Norte, Peru

"Carlos Raúl Olivera Fatacioli, Adriana Ynga Peña, Antonio Rodríguez-Campra García, Jhon Franko Jorge"

UPN is a Peruvian university, belonging to Laureate International Universities, with 100,000 students. We have identified that the first year students of the undergraduate programs are the ones who need more guidance to ensure their correct and timely participation in the activities of the virtual courses. Therefore, the university has an small and specialized support team, integrating data mining, whose objective is to motivate and provide support to the student during the academic period in order to have low dropout rates and improve student satisfaction with the virtual service.

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Northumbria University

Indian River State College, United States

IRSC Global, Dr. Leigh Clay and Veronica Martabano IRSC Health and Wellness Center, Dr. Patti Corey-Souza and Jennifer Owens

IRSC Global and the Indian River State College Health and Wellness Center collaborated to bring holistic wellbeing resources and services to students, all available online. The members of the team created a Blackboard organization that served as a hub of support during the COVID-19 pandemic.

CEU

George Brown College, Canada

Michelle Hahn - Events and Industry Officer, Miguel Roman and Jimi Rockley - ITS Infrastructure and Operations, CCET Industry Liaison Office Team

The CCET Industry Liaison Office (ILO) prides itself on delivering well-organized, large scale events that connect George Brown students with industry and community partners. The pandemic had presented operational challenges for in-person events such as our Industry Career Fair. This event was at risk unless an online solution was found. After much research and consultation, Michelle Hahn engaged ITS (Information and Technology) to determine and develop a robust and reusable solution. This success has inspired other George Brown departments to use the framework for their similar needs.

Training & Professional Development

This award recognizes those who display an organization-wide dedication to innovative training and development programs.

Tuscaloosa City Schools

University of Derby, United Kingdom

The University of Derby - 'Best of Blends' Staff Development Programme

In response to the Pandemic the University of Derby delivered an extensive staff development programme during summer 2020 to support colleagues to deliver a high-quality blended learning student experience. Central to the programme has been the development and delivery of a facilitated online course supporting staff to deliver a high-quality blended applied learning experience in line with our newly established Educational Model. The course has enhanced staff capability and confidence in designing and delivering digital learning. The course has awarded over 700 certificates of completion.

University of Bahrain

John Jay College of Criminal Justice (CUNY), United States

Department of Online Education and Support: Judith Cahn, Holly Davenport, Helen Keier, Patrizia Magni; Teaching and Learning Center: Gina Rae Foster

In March 2020, the John Jay College of Criminal Justice campus closed due to the pandemic. Faculty teaching on-campus instruction quickly reconfigured their courses to a distance learning format. To meet the needs of hundreds of faculty impacted by this sudden shift, the Department of Online Education created "Effective Practices in Online Teaching," a 3-week program to certify faculty in effective online teaching pedagogy and practical Blackboard usage. Experienced online faculty facilitated cohorts of their peers, grouped by disciplines, resulting in certifying 339 faculty to teach online.

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Princess Nourah bint Abdulrahman University

Universidad Tecnológica Centroamericana (UNITEC), Honduras

Dirección de Innovación Educativa y Desarrollo Docente

Due to the pandemic and the climate emergency that Honduras faced in 2020, UNITEC implemented faculty training programs to strengthen the teaching-learning process, improve the quality of education and face the challenges of the Tele-teaching modality. Likewise, broadcasting equipment was implemented to teach remotely, in order to use digital tools and enhance the competency based approach of the educational model. These activities have contributed to the satisfaction of students. In all these initiatives, Blackboard has been used as the main platform for the trainings programs.

Montgomery County Community College

Universidad Privada del Norte, Peru

Carlos Villanueva, Jhon Franko Jorge, Antonio Rodríguez-Campra

To manage successfully over 100,000 students enrolled in online classes UPN has empowered his online teachers with data from Blackboard Analytics for Learn (A4L). As a consequence, teachers were trained to keep track of their own achievement and the one of their students through digital dashboards. By giving away these tools and the right training, teachers were able to respond rapidly to students' needs.

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Northumbria University

Batterjee Medical College, Saudi Arabia

E-Learning Unit Head: Dr. Maher Alandiyjany, E-Learning specialist: Mr. Wael Rabie, E-Learning Specialist: Miss. Ghadeer Alshamrani, College CIO: Adnan Mustafa Albar

BMC Started using BB ultra as the first institution in the Middle East to improve educational process for BMC Staff, this initiative has been started few months before Covide-19. The E-learning Unit designed a robust strategic plan for training and professional development that align with the digital transformation project. It was achieved successfully by conducting several sessions embedded with most recent E-learning technologies. In addition, the plan include current and graduate students. At the end, getting such an award will motivate us more to work hard for further achievements.

CEU

Parker University, United States

CTL/Online Education Team Lisa Gabriel, Dana Lawrence, Ashley Long, Renee Carillo, Kevin McGuirk, Jason Pollack, Mary Lee Carter, Jessica Prado

On October 20 of 2019, Parker University suffered a direct hit from a EF-3 tornado that created a 16-mile swath of destruction in the Dallas metropolitan area. The University closed for 1 week, but was able to open only 7 days later after constructing new classrooms out of library space, bringing in 7 large back-up generators, temporary office space and large tents to house the bookstore, food service and fitness center. This immense effort involved the entire campus, and allowed the campus to shift to fully online instruction; this helped later when Covid hit.

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CEU

University of San Diego, United States

Learning Design Center: Ashley Kovacs, Heather Leslie, Alejandra Lizardo, Erika Adams, Boe Esan

The University of San Diego had to transition its mostly in-person, campus-based classes to a remote format when the global coronavirus pandemic hit in spring 2020. The Learning Design Center designed a training and professional development program to help faculty transition their onsite classes to a remote format using a Backward Design course design framework and Blackboard tools and pedagogy. Many faculty stated that they will continue using Blackboard when they go back to the classroom, and now they have the knowledge and skills for enhanced remote teaching.

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CEU

University of Houston, Texas, United States

University of Houston, Texas, U.S.A.: CLASS Office of Educational Technology: Dr. Linda Davis, Thanh Tran, Fang Fang, and Jingyuan Fu

University of Houston's CLASS Office of Educational Technology designed an Online Teaching Program (OTP) for faculty, which is based on standards from Quality Matters, BB Exemplary Course rubrics, Accessibility Standards, and the Backward Design approach. The course is the very first self-paced training program for online teaching at UH. Faculty are encouraged to complete a 7-module online BB course to prepare for teaching online. The course culminates with a final activity where the faculty reflect on the OTP and how they plan to apply the knowledge and skills to current or future courses.

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CEU

Davidson Academy Online, United States

DAO Leadership Team: Stacy Hawthorne, Jessica Potts, Ashley Zahn, Erica Shumaker, Ben Brown, Christi Hines-Coates, Krysta Pascual, Erin McKenna

Professional Development at Davidson Academy Online is as personalized and differentiated as the curriculum offered to their students. Administrators at Davidson Academy Online utilize Blackboard to revolutionize and personalize observations and course reviews, and the transparent nature of virtual classrooms allows for a more collaborative, authentic, and teacher-led experience. Davidson Academy Online's masterful use of Blackboard as a platform for professional development reveals a dedication to the growth and wellbeing of our teachers and staff that is unprecedented in online learning.

CEU

Sorbonne University Abu Dhabi, United Arab Emirates

Hamdan Alkalbani, Khader Alabsi - IT Department

Sorbonne University Abu Dhabi (SUAD) supports its mission of enhancing the learning and teaching experience through Sorbonne Learn (Blackboard) which is the primary Learning Management System (LMS) at SUAD. SUAD was the First Campus on the UE moving to Blackboard on Cloud(SAAS) for e Learning with Mobile App for all students and faculty. An extensive training program was conducted university-wide for Technology Adaption & Awareness for students and professors for completely moving to online learning campus to orient Faculties towards online pedagogy and learning requirements and competencies.

CEU

Umm Alqura University, Saudi Arabia

Deanship of e-learning and Distance Education

Umm Al-Qura University (UQU) is a large public university in Mecca, Saudi Arabia. The UQU launched a series of qualitative training programs specialized in digital learning and developing communication between lecturers and students in a professional manner. It has also provided a digital library to encourage continuous self-learning. The university has also developed continuously updated electronic courses to support the transition to e-learning. The use of advanced technology by lecturers and administrators has led to students' interest and participation in achieving performance goals.

CEU

Kentucky Community and Technical Colleges System, United States

Dr. Juli Gatling Book, Kim Calebs, Dr. Leah Parsons Simpson, KCTCS Online

KCTCS Online launched its year-long KOOL Academy as an initiative to develop excellent online courses and instructors. This program paired current online faculty with instructional experts and used the Blackboard Exemplary Course Program (ECP) rubric as a guide for redesigning online courses to meet rigorous course quality standards. KOOL Academy combines online instruction with mentorship to develop faculty who can design online courses using evidence-based decision making. The first KOOL Academy cohort took home nearly one-third of the 2020 Blackboard ECP Awards.

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CEU

Kentucky Community and Technical Colleges System, United States

Dr. Juli Gatling Book, Kim Calebs, Dr. Leah Parsons Simpson, KCTCS Online

In response to COVID-19, KCTCS Online helped shift thousands of courses to hybrid and online formats using The Boot Camp for Hybrid Course Design. This intensive training focuses on rapid Blackboard Learn Ultra course design based on authentic activities where faculty use the tools in their own Ultra template sandbox course as they move throughout the boot camp. The result is a rapidly designed Ultra course based on best practices, such as those listed in the Blackboard ECP rubric. You can request access to a CC BY-NC-SA version of the boot camp (through August 2021).

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Student Success

This award recognizes institutions whose creative program application has led to increased retention, increased completion, and/or improved outcomes.

Tuscaloosa City Schools

The IDEALS Institute - Johns Hopkins University School of Education, United States

Workforce Development Team: Christine Alexander, Amy Haflett, Matt Schneider, Shannon Williams, Kimberly Anderson, Hanju Lee

The Workforce Development Team at the Johns Hopkins IDEALS Institute transformed Basic Healthy and Safety training required of all child care educators. The goal of the project was to increase engagement, completion, and student success compared to a previous version of the same training. Every aspect of the revised Basic Health and Safety training was crafted to create a rigorous, yet personalized, experience that invites, challenges, strengthens, and transforms this critical workforce through the knowledge and skills needed to deliver high quality services to children and families.

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University of Bahrain

Eastern Kentucky University, United States

Office of e-Campus Learning - Jordyn Daws, Dr. Treva Macy, Dr. Barbara Shoemaker, and John Hepner

The Office of e-Campus Learning at Eastern Kentucky University collaborates with academic departments to offer a unique partnership between instructional designers, program advisors, and faculty to foster student learning and program support. Through the development and revision of a student portal for the College of Education online programs within the learning management system, students can access information to reinforce program engagement. This collaborative initiative has helped promote student success and retention in the online program.

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Princess Nourah bint Abdulrahman University

University of St. Thomas, United States

Freshman Symposium Planning Committee: Jo Meier Marquis, Catherine Barber, Ulyses Balderas, Nicole Walters, Shundeez Faridifar

In Fall 2020, we transitioned our FYE course, Freshman Symposium (FS), to a fully online platform. The purpose of FS is to help freshmen transition from high school to the university setting while teaching the value of a Catholic, liberal arts education. As part of the course, students are supported by a three-person mentor team. The course is intentional in its efforts to foster student success, student skills, student engagement, and increase retention rates. Outcomes include student satisfaction with course content and delivery, student skills, and completion and retention rates.

Montgomery County Community College

Nipissing University, Canada

The Teaching Hub (Learning Systems Technologists and Online Learning Partners). LSTs: Chris Bird, Rob Boulet, Kyle Charron, Mark Giddens, Mary Toye OLPs: Brianna Dos Santos, Tate Drynan, Kathryn Schefter, Miranda Wilby

The Teaching Hub was established to encourage innovation and excellence in teaching and learning. At the start of the global pandemic, the Learning Systems Technologists in this unit worked with instructors to redesign their onsite courses for quick transition online. They assisted in pinpointing "at risk" students who required more support, as well as celebrating and praising highly engaged students for their efforts. The Online Learning Partners program was newly created to offer a peer-to-peer option where students could assist in Blackboard support as well.