Abstract:

The University of Bristol’s transition from Blackboard Original to Blackboard Ultra represents a large-scale institutional change, involving not only the replacement of a Virtual Learning Environment (VLE) but also a shift in academic and administrative practices. This paper examines how this migration was implemented within the Faculty of Arts, Law and Social Sciences (ALSS), focusing on the development of consistent site structures, the enhancement of teaching and learning practices, and the redesign of assessment and submission workflows.

The migration required the creation of new Blackboard sites and provided an opportunity to introduce a shared, pedagogically informed template across the Faculty. This was supported by guidance, training and ongoing collaboration with academic and professional services staff. In parallel, new approaches were developed to improve the clarity of assessment information and to establish workable submission and marking workflows within the constraints of the new platform.

Initial findings indicate positive outcomes, particularly in relation to consistency, navigation and the organisation of learning materials. However, some challenges remain, especially in relation to marking and feedback processes, reflecting current platform limitations.

The paper highlights key lessons from this experience, including the importance of academic leadership, the role of templates in supporting both consistency and pedagogy, and the need for sustained implementation strategies. These insights contribute to broader discussions on VLE migrations and are relevant to institutions undertaking similar transitions.

Keywords:

Educational technology, Blackboard Ultra, VLE migration, digital transformation in higher education.