When it comes to building units/modules in Brightspace, staff have two options: build from scratch, which might involve self-migration of some materials; or have LIS migrate all existing content.

This brief session will dig into the migration options and associated processes for staff, focusing in particular on various arguments for and against each:

• Option 1: Clean slate
• Option 2: Full migration

Everyone responsible for a unit/module in Brightspace must contact LIS via a UniDesk ticket, to request they be added to the unit/module. Information about this and illustrated guidance can be found on the brightspace4staff site (pictured opposite).

This is essentially migration Option 1: giving staff, at least initially, a clean slate.

There are certainly some legitimately strong reasons for full migration, but it should not simply be thought of as the easy option. There are pros and cons.

• If unit/module in Blackboard is very well structured (esp. if numerous items in various sections, e.g. multi-item weeks) and does not feature much content created with Bb tools - the pro here is that tests have indicated that structure and item order will be retained (see example on following page);
• If unit/module already ties in with various strategic values – as you know one of the goals for the new LE is to recognise existing good practice and develop future practice and one of the ways this will happen is by embedding learning and teaching enhancement values;
• If materials are VLE non-specific (no real use of Bb tools) – if given the chance, you would just rebuild the same unit/module anyway;
• If materials already vetted for copyright compliance. Another element of the QA process – copyright clearance. If your existing materials are numerous, dated, potentially full of non-copyright cleared content – this is a very good argument for starting with a clean slate; however, if you have already well-vetted your materials and are prepared to sign them off as such, this could be a strong argument for full migration.

• Every page of migrated content will need to be checked for issues (especially links, as any internal links set up using Blackboard will no longer be active);
• Anything that bears a specific date will need to be updated (like an announcement) or a due date (like an assignment);
• Content created with Blackboard’s own tools (such as announcements, assignments, quizzes and Collaborate sessions) may come over partially or not at all - again, a thorough check of every item is essential;
• The migrated materials will be the version in Blackboard at end December 2018 (LIS needed to give considerable lead time to Bb before requesting full backups of 4000+ units/modules) – any subsequent additions/revisions will need to be transferred manually.

However, there were some item types (mainly those created using Blackboard’s own tools), that did not transfer as successfully, if at all e.g.:

• mashup content;
• calendar items;
• scheduled Collaborate sessions;
• grade center content;
• quizzes;
• assignments;
• customizations;
• wikis;
• blogs and
• SCORM packages

In some cases, content of this sort will look like it has transferred but a closer inspection will show that links do not work, formatting is not as it was, etc.

It is true to say that those taking this option will, initially, have just a unit/module shell but there are good arguments to be made for the clean slate – the key is to get away from concerns that this means starting with nothing and having to create every single item afresh.

As covered later in this document, Blackboard’s Export Course Package facility allows staff (no technical skills required) to control their own migration, bringing in significant portions of existing content (just not everything).

• Brand new unit/module;
• Existing unit/module chaotic;
• Existing unit/module repository only;
• Opportunity to build from the ground up with new tools;
• Opportunity to tie material/activities to strategic values

• There's no getting round the fact that those opting for option 1 will need to actively construct their unit/module (that said, not necessarily from scratch - any number of items and item types can be imported manually).

As mentioned before, if a member of staff chooses option 1 and does nothing, then all they will have is an empty unit/module; however, with the aid of Brightspace’s Course Builder and Blackboard’s Export Course Package, a lot of content creation can be created/migrated with just a few clicks.

Video

Video uploaded directly to Blackboard is a common culprit when it comes to overlarge modules. The easiest way to fix this is to download the video from your module, then delete it (go to Course management > Files > download then delete). Then login to the university’s streaming server Medial (screenshot opposite), upload the video there and use the resulting url or embed code as a link in to your video in Blackboard.

Duplicate or out of date files are another source of excess material in Blackboard spaces. Go to Course management > Files > select excess files and Delete. 

Finally, in the Export course package process, the button to the right of Calculate Size is Manage Package Contents, you can use this option to not include certain items from the Files area - this is a good way to keep package size down.

When you create an export package, you will automatically receive an email from 'Admin Admin - murdo.macmillan.uhi.ac.uk'. This email (shown opposite) is a summary of a larger more detailed log that is created whenever an export package is created.

Testing suggests that the more course materials you select to copy (especially if they contain Blackboard tool-created content and/or the module has been revised many times and features a messy Files area) the more errors you will see.

To see the larger error logs in Blackboard, in Export/Archive course click on the dropdown menu to the right of your Export package and choose to View Basic Log or View Detailed Log.

• The Basic Log is the same as the summary email;
• the Detailed Log is a sizeable web page that identifies every exception that was found when processing the export request.

There are solid arguments for both migration options; however, I think the main takeaway from this session is that Option 1 plus use of Blackboard’s Export Course Package facility offers the best of both worlds – giving staff control over their own efficient migration.