Reid 1 Designing a Learning Module in Bl ackboard Problem Identification Enrollment figures indicate there is a steadily increasing demand for online courses. In order for higher education institutions to remain competitive, they must keep up with emergingtechnologies, and offer its constituents courses in online formats in addition to traditional courses. Consequently, it is imperative that a university provides thorough yet efficient training and support for the development of these online courses. Developing a course online requires conceptual knowledge of the Learning Management System (LMS) and a deep understanding of its applications to make it successful. Although designing an online English course may appear tedious and daunting, especially to instructors unfamiliar with technology, its benefits are enormous. Even when offered as a supplement to a traditional course, online courses: •Promote participation in a collaborative-learning environment •Provide a framework to accomplish course objectives •Document and measure student progress and assessments Additionally, it is equally significant that online courses be held to the same expectations that exist in a traditional classroom. The implementation of Best Practices in the online setting is necessary for online learning to remain a reputable, viable method of instruction. Learner English faculty at a higher education institution delivering an Introduction to Literaturecourse online. Aim Design instruction on developing a Learning Module in an online Introduction to Literaturecourse according to commonly accepted Best Practices for teaching online. InstructorLaunches course to student InstructorDesigns the rest of the cours Develops assessment tools InstructorCreates login to Blackboard site Develops the first learning modul Administration Acquires Blackboard license Makes course available to instructorCovered in this Unit of Instruction
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Enrollment figures indicate there is a steadily increasing demand for online courses. In orderfor higher education institutions to remain competitive, they must keep up with emerging technologies, and offer its constituents courses in online formats in addition to traditionalcourses. Consequently, it is imperative that a university provides thorough yet efficienttraining and support for the development of these online courses. Developing a courseonline requires conceptual knowledge of the Learning Management System (LMS) and adeep understanding of its applications to make it successful. Although designing an onlineEnglish course may appear tedious and daunting, especially to instructors unfamiliar withtechnology, its benefits are enormous. Even when offered as a supplement to a traditionalcourse, online courses:
• Promote participation in a collaborative-learning environment• Provide a framework to accomplish course objectives• Document and measure student progress and assessments
Additionally, it is equally significant that online courses be held to the same expectations thatexist in a traditional classroom. The implementation of Best Practices in the online setting isnecessary for online learning to remain a reputable, viable method of instruction.
LearnerEnglish faculty at a higher education institution delivering an Introduction to Literature courseonline.
AimDesign instruction on developing a Learning Module in an online Introduction to Literature course according to commonly accepted Best Practices for teaching online.
Instructor
Launches course to student
Instructor
Designs the rest of the cours
Develops assessment tools
Instructor
Creates login to Blackboard siteDevelops the first learning modul
Reid 2Set Goals• Construct an online course using a Learning Management System (Blackboard)• Understand the best practices used when developing a learning module• Identify student computing skills• Understand Course Tools and their functions in Blackboard• Locate credible links to external resources and ensure they are working • Make the Blackboard site easily navigable• Podcast lectures• Setup effective communication with students• Determine which delivery methods are best for concepts taught• Develop an introductory learning module to deliver content to student• Create a secure login and password
Refine Goals• Develop a Learning Module using best practices• Organize main window in Blackboard to be easily navigable• Understand the concept you are teaching the learner and which method of delivery is most
suitable•
Identify each Course Tool and its function• Develop introductory podcast to student welcoming them to the course• Collect valid documents and external links relevant to the content• Upload syllabus and supplemental documents/links to the appropriate Course Tool• Set virtual office hours• Create a login using a secure password, consisting of alphanumeric letters
Rank Goals1. Develop a Learning Module according to Best Practices for online learning.2. Determine which delivery methods are most suitable for concepts being taught.3. Organize main window in Blackboard to be easily navigable.4. Identify each Course Tool and its function.
5. Collect valid documents and external links to relevant content.6. Upload supplemental documents/links using the appropriate Course Tool.7. Create a login using a secure password consisting of alphanumeric characters.
Second RefinementGoal #2 was dropped because delivery methods and formats are addressed in Best Practices, whichis covered under Goal #1.Goal #5 was dropped because determining the validity of documents is outside the realm of thisunit.
Final Ranking
1. Develop a Learning Module in accordance with Best Practices for online learning.2. Organize main window in Blackboard to be easily navigable.3. Identify each Course Tool and its function.4. Upload supplemental documents using the appropriate Course Tool.5. Create a login using a secure password consisting of alphanumeric characters.
The learner is an instructor of English in higher education, including males and females whohold a Master’s Degree in English or a related field, having completed eighteen (18) or more
content hours in graduate-level English. There will be four subgroups of this audience:
1. English instructors with experience teaching this course previously 1a. Instructor is familiar with Blackboard1b. Instructor has never implemented Blackboard in instruction
2. English instructors who have not taught this course previously 2a. Instructor is familiar with Blackboard2b. Instructor has never implemented Blackboard in instruction (primary audience)
1a.This learner will bring a large amount of prior knowledge to this lesson, and will findmost of it mundane since it is geared mainly towards less experienced users.
1b.This learner will already have a foundation of the material and content associated withdeveloping the course, but will need formal training regarding the use of Blackboard.
2a.This learner will have a firm grasp of the applications and tools in Blackboard, but willneed to develop appropriate course materials.
2b.This learner is our primary audience because they are starting from scratch. They requireinstruction in designing a Blackboard site, and developing the course materials.
Specific Characteristics
Physical Characteristics• No gender specificity • Age 20 and above
Educational Characteristics• Having completed 18+ graduate English hours• Ability to navigate websites
Specific Competency Prerequisites• Learner knows how to open applications on a computer• Learner understands how to create, save, and open a file in a word processor• Learner knows how to navigate multiple open windows
Concepts:LMSCourse ToolsIcons and symbols in BlackboardLearning Module
FilesLinks AssignmentDiscussion Thread
Principles & Rules: An acceptable password in Blackboard is any combination of 4 letters and 2 numbers.Individual Course Tools are represented by a corresponding icon. When uploaded correctly, files are copied from the user’s local machine (C:) to the LMS.Online courses must satisfy the following recommended Best Practices:
2. The student must be able to locate course material in 3 clicks or less.3. Include an open forum in the discussion board in which students can post freely 4. Post model assignments in each Module.5. Use a variety of formats/materials to introduce the content in each Module.
Procedures:Uploading a fileInserting a link Creating a discussion threadCreating an assignmentIdentify Course Tools and understand their functions
Interpersonal Skills:Identifying and differentiating between appropriate and inappropriate communication
between instructor and student.Differentiating between adequate and inadequate discussion board posts
I. Learning Management System (LMS) A. Software applicationB. Provides learning platform for teachers, administrators, and students
C. Can be open-source or fee-based1. Example open-source programs include Moodle, Docebo, ATutor2. Example fee-based programs include Blackboard, WebCT
II. Course Tools A. Different tools are represented by an icon within the LMS (see figure below)
Course Tool Icon Function
Calendar Display day, month, year calendar activities
Search Search within the Blackboard site for people and files
Syllabus Instructor may attach his syllabus here
Announcements Allows instructor to create and post messages
Chat Users may chat in real-time
Discussions Section to openly post discussion topics and threads
Mail Communication tool for enrolled users
Roster Provides member profiles and contact information
Who’s Online Displays users currently logged into the site
Assessments Instructor may add quizzes, surveys, and tests here
Assignments Instructor may create and distribute assignments Goals Instructor may state goals and objectives here
Learning Modules Folders for organizing and delivering content and files
Local Content Displays content on the user’s local computer
Media Library Storage space for user to compile audio and video files
SCORM Module Allows instructor to import external files and images
Web Links Compiles a list of hyperlinks and URLs
My Files File management tool for users
My Grades Allows users to view their recorded grades
My Progress Tracks student progress in the course
Notes User may take notes and store in this course tool
III. Learning Module A. Folder used for organizing content
1. There are two basic ways to setup modules:a. Weekly Learning Modules – provides the content for that week b. Topic Learning Modules – “Chunking” groups content by topic
2. Students may access the Modules at any point to retrieve materials
B. Modules must include the following components: Documents, Links, Discussion Thread, an Assignment, and Feedback
1. Documentsa. For example: Handouts, articles, PowerPoints, graphic organizers
2. External Linksa. For example: Websites for online etiquette, MLA and APA format
3. Discussion Threada. For example: Questions on reflection or response to material
4. Assignmenta. For example: Quizzes, tests, writing samples, final projects
5. Feedback
a. For example: A survey asking for student input about the course
IV. Files A. Electronic packet of informationB. Classified by their extension
1. The extension denotes the file type, and the program type needed to open it.a. .doc – text file, opens with Microsoft Wordb. .ppt – Powerpoint presentation, opens with Microsoft PowerPointc. .jpeg – picture filed. .wmv – audio filee. .mov – video file requiring Apple Quicktime to view
f. There are many more in addition to these common file extensionsC. Common terminology associated with files is as follows:
a. “open the file”b. “download the file”c. “upload the file”
V. Links A. Connection from one website to another.B. Also known as “hyperlink,” or “weblink.”C. Is commonly denoted in blue font
a. For example: www.odu.eduD. The implied prefix for an external link is http:// but is not necessary
E. Links may be opened in one of three ways:a. Open link in new window
i. Linked website opens in a separate window b. Open link in a new tab
i. Linked website is tabbed at the top of the open window ii. For navigational purposes, this is the preferred method
c. Open link in same window i. Linked website replaces the currently opened website
VI. Discussion Thread A. Forums in which site users can post and view responses to topic questions
B. There are three versions for creating a discussion forum:a. Threadedi. Most commonly used methodii. Hierarchical structure of post and reply messaging
b. Blog i. Freer, non-restrictive structure of post and reply messaging
c. Journali. Private messaging with instructor through a compilation of posts
2. List materials the learner will need to understand the contenta. For instance, the learner will need:
i. A short story: “A&P” by John Updikeii. A link to the text for the short story:
http://www.tiger-town.com/whatnot/updike/
iii. A document explaining literary elements and their definitions Appropriate examples: PowerPoint, podcast, Word document
iv. An area to respond to questions about literary elements v. An assessment to show understanding of literary elements
3. Now, group these items according to categories with higher-level similaritiesa. For instance, into each of the following components:
i. Introductory Documents and Materialsii. External Linksiii. Discussionsiv. Quiz & Assessment
(5) Creating a Learning Module You are designing the Learning Module for your students
1. On the left side of the screen select “Learning Modules”2. Click “Create Learning Module”
a. Give the Learning Module a titleb. Click “Save”c. Your Learning Module will appear as:
(6) Uploading Course Documents and External Links1. Click on the name of your Learning Module2. To upload a file from your flash drive:
a. Select “Add File”b. Then “Browse for Files”c. Once the dialog box opens:
i. Search on your flash drive, select “Removable Disk”ii. Select the desired file, then “open”iii. The file appears in the “browse” dialog box
iv. Select “attach”
3. A sample of materials that should be included in this module is:a. Document explaining definitions of literary elementsb. Sample short stories that highlight use of literary elementsc. PowerPoint highlighting the usage of literary elements
4. A sample of external links that should be included is:a. A link to the short story
Reid 10b. Supplemental websites that demonstrate applications of literary elementsc. Live Tech Support - http://uncw.edu/itsd/help/livesupport.html
5. Verify that everything you listed earlier is uploaded or linked to module
(7) Creating a Discussion ThreadIn addition to uploading files in the Learning Module, you are creating a discussion thread to
have students respond to the initial presentation of the material.
1. To create a discussion thread:a. Select “Add Content Link”b. Then click “Discussions”c. Create a Discussion Topic using one of the following forms:
i. Threaded topic – traditional post and reply messaging ii. Blog topic – collaborative blog space for posting entriesiii. Journal topic – this writing is private with the instructor
d. Give the Discussion Topic the title, “Literary Elements”i. In the instructions box, describe your expectations for this thread
ii. Develop questions on literary elements in the short story “A&P”
(8) Assessing the student To check that students read understand the content, they are writing a short story thatexhibits each of the literary elements. It does so by highlighting the individual elementsthroughout the short narrative.
1. To create an assignment:a. Select “Assignments”b. Then click “Create Assignment”c. Give it the title “Literary Elements”d. Write your expectations for this assignment under “Description”
d. Save2. Enter the desired due date3. Click “Save”
(9) Feedback According to Best Practices for online teaching, you should allow the opportunity for studentfeedback in every module by giving them a platform in which they can freely express theirthoughts and opinions about the course.
1. Develop a short survey or questionnaire to collect feedback from students.a. On the left hand side of the Blackboard screen, select “Assessments.”
b. Select “Create Assessment.”c. Give the survey a title, and click the button next to “survey” under “Type.”d. Click “Save and Add Questions.”e. Select “Create Questions” and choose from the list of options:
i. calculated, combination, fill-in-the-blank, jumbled sentence,matching, multiple choice, paragraph, short answer,true/false.
2. Develop questions that will enhance this module for future studentsa. For example:
i. What was helpful about this Learning Module?ii. What did you not understand in this Learning Module?iii. What are some suggestions to improve this Learning Module?
iv. A section for general comments
Preinstructional Strategies – Overview
You are developing an online Introduction to Literature course at a 4-year university. Too often, technology is viewed as a distraction for the student because, when poorly designed, it can cause friction between the learner and the content being delivered. Thisfriction may hinder the student’s academic achievement. The intention of this unit is toprovide you with the tools necessary to provide the learner with an easily navigable course ina Learning Management System, and, ultimately, to reduce the friction between the learnerand the content. By the conclusion of this lesson, you will have constructed the first learning module for your course site in accordance with common Best Practices strategies. This willserve as the template for the development of the rest of your course in the Learning Management System: Blackboard.
Of the four pre-instructional strategies: Pretests, Objectives, Overview, and Advance
Organizers, the Overview provides the most comprehensive introduction to the purpose of the unit, and is the most direct in introducing central themes. I chose not to use Pretestsbecause most learners are not going to possess prior knowledge of the content. TheObjectives strategy has not been proven to be an effective method, thus eliminating thatoption. Lastly, an Advance Organizer is not an appropriate strategy for this unit because itaddresses more facts than concepts, and this unit is heavily reliant upon concepts and rules.
• Given instruction on developing a Learning Module using Best Practices, the learner will develop objectives to be accomplished in the Learning Module with 100%accuracy. (application/concept)
• Given a list of requirements, the learner will update his computer to meet the systemrequirements to operate Blackboard with 100% accuracy. (application/procedure)
• Provided a blank Blackboard course site, the learner will arrange the Blackboard siteso that all information is accessible within three (3) clicks of the mouse.(application/principle)
• Given a list of course tool icons, the learner will match the icon in Blackboard withthe correct course tool with 100% accuracy (recall/fact)
• Given instruction on how to develop a learning module, learner will demonstratehow to develop sequential modules with 100% accuracy. (application/procedure)
• Provided a Blackboard site and a file, the learner will demonstrate the process of uploading files and external links using the appropriate course tool in Blackboard with 100% accuracy. (application/procedure)
• Given the Blackboard guidelines, the learner will distinguish between acceptable andunacceptable alphanumeric passwords with 100% accuracy. (application/concept)
• Given the framework in Blackboard, the learner will create an assignment to assessthe concept of literary elements with 100% accuracy. (application/procedure)
• Upon completion of the unit, the learner will compare his site to a checklist for bestpractices for developing an online course with 100% accuracy . (application/procedure)
• Given information on best practices for developing an online course, learner willdevelop an appropriate learning module with 100% accuracy. (application/rule)
• Given a sample Learning Module, learner will evaluate whether or not the moduleaccomplishes best practices standards for developing an online course with 100%accuracy. (application/principle)
Given a list of example usernames, the learner will deduce the rule for developing ausername with 100% accuracy (application/rule).
Initial Presentation:_______________________________________________________ Learner is provided with a list of users’ first and last names, and their corresponding username in Blackboard.
John Smith = nb_smithjCarolyn Patterson = nb_pattersoncDarryl Brown = nb_brownd
George Jamison = nb_jamisong Harry Johansen = nb_johansenh
Generative Strategy:______________________________________________________ Eg-Rule, organizational strategy: Show the learner examples of user first and last names andtheir corresponding username in Blackboard. Ask the learner to state the rule.
Now that you have seen the examples put to practice, what is the rule that determines yourusername?
Test Item:_______________________________________________________________ The learner will complete a 2-column table listing five acceptable examples of a person’sname or an example username as per the rule they stated earlier.
User’s First & Last Name Username Joanne Hunnicutt
Objective 2:Given the guidelines for creating a password in Blackboard, the learner will distinguishbetween acceptable and unacceptable alphanumeric passwords (application/concept).
Initial Presentation:_______________________________________________________ Explain the concept of an appropriate alphanumeric password as being any 6-digitcombination of four lowercase letters and two numbers. Show examples and non-examples.
“An acceptable password for a Blackboard user must contain a total of 6 digits, and must beany combination of 4 letters and 2 numbers.”
Generative Strategy:______________________________________________________ Provide the learner with a list of acceptable and non-acceptable passwords and have thelearner circle appropriate passwords.
Test Item:_______________________________________________________________ The learner will list five examples of acceptable alphanumeric passwords for Blackboard.
Circle the passwords that are acceptable for Blackboard users.
Objective 3:Given a list of scenarios in a Blackboard setting, the learner will select the appropriateCourse Tool to use for each scenario with 80% accuracy (application/principle).
Present the learner with a table demonstrating the Course Tool and its function. Giveexamples of when certain Course Tools would be applied most appropriately.
Generative Strategy:______________________________________________________ Learner is provided with several scenarios in which they have to select the correct Course Tool. They will also need to provide an explanation as to why they chose that tool.
Test Item:_______________________________________________________________ Learner is given five different scenarios and asked which Course Tool would be most
appropriate to solve the problem.
Scenario #1 You receive an email from a student named Sara. She would like to know her currentaverage in the course, and if she has been given any 0’s for incomplete or missing work. To what Course Tool could you direct Sara to answer these questions? Why?
Scenario #2 You wish to post a topic about this week’s reading. You would also like for the students inthe class to respond to at least one other classmate’s posting. Which Course Tool would best
accomplish this? How?
Scenario #3 You would like to create an entire folder dedicated to MLA Format. You wish to adddocuments explaining MLA Format, a sample paper that uses MLA Format, and an externallink to the Modern Language Association website. Which Course Tool is most appropriateand why?
Scenario #4 You are assigning the class to work on a project in groups. In order to assist them withcontacting one another, you would like to provide them with the email addresses of their
group members. Better yet, you could direct them to which Course Tool?
Scenario #5 You would like for your students to compose a narrative essay in which they identify literary elements in the story. Where would you post the criteria for the assignment, and where would the student go to submit it?
Objective 4: The learner will demonstrate the process of uploading files and external links using theappropriate course tool in Blackboard (application/procedure).
Show the learner, through pictures, the process of selecting and uploading a file and externallink to Blackboard.
Generative Strategy:______________________________________________________ Step 1: Learner is asked to paraphrase the steps in order to upload a file and external link tothe Blackboard site.Step 2: Learner then demonstrates the procedure by uploading a file and an external link tothe Learning Module.
Test Item:_______________________________________________________________ The learner will demonstrate how to upload one file and one external link to their Learning
Objective 5: The learner will demonstrate the process of creating a Discussion Thread using theappropriate course tool in Blackboard (application/procedure).
Initial Presentation:_______________________________________________________ Show the learner, through pictures, the process of creating a discussion thread inBlackboard.
Generative Strategy:______________________________________________________ Step 1: Learner is asked to paraphrase the steps to create a discussion thread.Step 2: Learner then demonstrates the procedure by creating the discussion thread andadding discussion posts in their Learning Module.
Test Item:_______________________________________________________________ The learner will demonstrate how to create a completed discussion thread in their Learning
Objective 6 The learner will demonstrate the process of creating an assignment using the appropriate
course tool in Blackboard (application/procedure).
Initial Presentation:_______________________________________________________ Show the learner, through pictures, the process of creating an assignment in Blackboard.
Generative Strategy:______________________________________________________ Step 1: Learner is asked to paraphrase the steps in order to create an assignment.Step 2: Learner then demonstrates the procedure creating the assignment and adding it totheir Learning Module.
Test Item:_______________________________________________________________
The learner will demonstrate how to create and assignment and add it to their Learning Module.
Objective 7: The learner will demonstrate how to create a feedback survey using the appropriate course
tool in Blackboard (application/procedure).
Initial Presentation:_______________________________________________________ Show the learner, through pictures, the process of creating the feedback survey and posting it in the Learning Module.
Generative Strategy:______________________________________________________ Step 1: Learner is asked to paraphrase the steps necessary to create the feedback survey andadd it to the Learning Module.Step 2: Learner then demonstrates the procedure by creating the feedback survey andcorrectly adding it to their Learning Module.
Test Item:_______________________________________________________________ The learner will demonstrate how to create a feedback survey and post it in their Learning Module.
Objective 8:Given a screenshot of a Learning Module, learner will evaluate whether or not the moduleaccomplishes Best Practices standards for developing an online course. (application/principle)
Initial Presentation:_______________________________________________________ Learner is presented with a sample Learning Module and with a list of best practices fordeveloping an online course.
Generative Strategy:______________________________________________________ Have the learner complete a rubric evaluating the Learning Module as per Best Practicesstandards.
Test Item:_______________________________________________________________ Learner will answer a short answer question asking whether the sample Learning Modulemeets best practice standards, why or why not? What, if any, concepts are missing?
Objective 9:Given information on Best Practices for developing an online course, learner willdemonstrate how to develop sequential modules with 100% accuracy (application/procedure).
Initial Presentation:_______________________________________________________ Learner is presented with screenshots of a finished course in Blackboard and is provided a
rubric with which he will be assessed.
Generative Strategy:______________________________________________________ Learner will paraphrase the Best Practices associated with developing a Blackboard course,and the steps necessary to design a new Learning Module. They then complete a new module and compare it against a checklist of necessary components and requirements.
Checklist Yes NoMy Learning Module is organized well, and everything in it is easily accessible. All of my content in the Module is accessible within three mouse clicks.I have included each of the five necessary components:
There is variety in the presentation of my materials (i.e. different formats).I include an open forum in the Discussions section for student questions.
Test Item:_______________________________________________________________ Learner will demonstrate how to create a Learning Module in Blackboard. The finishedproduct is then assessed using a rubric.
Rubric for finished Learning Module
Criteria (1) Insufficient (2) In Progress (3) Excellent
NavigabilityContent is missing, or
hard to access.
Some, but not all,content easily
accessible
All content is able to belocated within three clicks of
the mouse
ComponentsModule is missing twoor more components
Module is missing one component
All components present:Documents, Links,
Discussion, Assessment, &
Feedback
VarietyNo variety in
presenting information
Lack of variety inpresenting
information
Learner is presentedinformation in a variety of
formats
Open Forum There is not an openforum available in the
Discussion Thread-
An open forum Discussion Thread is available in the
Learning Module
Model AssignmentNo model assignmentis posted anywhere inthe Learning Module
Because the unit begins with teaching more basic, procedural tasks such as accessing theBlackboard site, and understanding how to upload a file, the sophistication phenomenon
under Concept-related sequencing was chosen. The unit progresses from basic proceduraltasks and identification of tools to developing a coherent, effective Learning Module thatsatisfies the learner’s objectives. The learner must first understand concrete facts such as theCourse Tools and their functions, before he can apply them effectively to his Learning Module. An abstract application of best practices in developing an online course inBlackboard is necessary for the unit to be successful.
Formative Evaluation
Audience The target audience receiving the results from the summative evaluation will be coursedesigners, course administrators and Subject Matter Experts for review of the content.
IssuesHave the objectives in the unit been satisfied?How long does it take the average learner to complete the unit of instruction?Does the readability of the unit correspond with the learner?
ResourcesSubject Matter Experts, learners/trainees, physical equipment, copies of all materials.
EvidenceIn order to draw conclusive evidence and results from the evaluation, the following must betaken into consideration:
• sample size of leaners• accuracy of evaluations• influential outside variables
Data-gathering Techniques
The recommended data-gathering techniques are surveys, informal interviews, and theassessment of the final product.
Analysis The data may be analyzed using descriptive and inferential statistics, and may be documentedusing histograms, scatter plots, and bar charts.
Reporting A final report document will be developed in order to increase readability of the findings.
Your current job title: ______________________________________________________ Reason for taking this course:________________________________________________
On a scale of 1-5, rate: Poor Good Excellent The organization of the course 1 2 3 4 5 The clarity of information presented 1 2 3 4 5 The relevance of the material to you 1 2 3 4 5 The difficulty of the material covered 1 2 3 4 5
The level of understanding upon completion 1 2 3 4 5
Current job title: ______________________________________________ Reason for taking this course: ____________________________________
How long have you been with your employer? (Circle one)less than 1 year 1-2 years 2-5 years 5 or more years
Rate the following questions using 1 – Strongly Disagree2 – Somewhat Disagree3 – Neutral
4 – Somewhat Agree5 – Strongly Agree
1. This course satisfied all the objectives it set forth ________ 2. The content in this unit was easy to understand _________ 3. The steps in the unit were logical and coherent __________ 4. The images were helpful in understanding content _______ 5. I would recommend this course to a learner ____________
Please use the space below to offer any comments or suggestions you believe would improvethe course:
To begin, access the Blackboard server for our university system by typing
https://ncvista.blackboard.com in the address bar. The following screen will appear.
Next, select “UNC Wilmington.” You are directed to the login page. Click “Login” to see
the screenshot on the next page. Now, it is time to determine whether or not the computeron which you are working is compatible with the requirements to run Blackboard. This is
essential because if your computer is not configured to operate Blackboard, it will disallow
Within Blackboard, there are twenty-one applications, which are referred to as Course Tools.
Each tool has a different function and a different icon to represent it. The icon often
associates the tool with its functionality. For example, the Calendar tool is represented by a
picture of a table grid; the Mail tool is symbolized by an envelope; the Chat tool is a callout.
Course Tool Icon Function ExampleCalendar Display day, month, year calendar activities To monitor the agenda, due dates
Search Search within the Blackboard site forpeople and files
To search for a lost file
Syllabus Instructor may attach his syllabus here To find information about the course
Announcements Allows instructor to create and postmessages
To communicate with students
Chat
Users may chat in real-time To communicate with students/peerDiscussions Section to openly post discussion topics
and threads To post open or closed discussiontopics and responses
Mail Communication tool for enrolled users To communicate with students
Roster Provides member profiles To view classmate information
Who’s Online Displays users currently logged into the site To see who is currently online
Assessments Instructor may add quizzes, surveys, andtests here
To assess learning through a variety of medium
Assignments Instructor may create and distributeassignments
To assign work with a specified duedate to students
Goals Instructor may state goals and objectiveshere To relay objectives of the course
Learning Modules Folders for organizing and delivering content and files
To organize material & coursecontent
Local Content Displays content on the user’s localcomputer
To view files on local computer
Media Library Storage space for user to compile audio and video files
To store audio/video files
SCORM Module Allows instructor to import external filesand images
To import external material
Web Links Compiles a list of hyperlinks and URLs To organize a list of external links
My Files File management tool for users To organize files into categoriesMy Grades Allows users to view their recorded grades To allow student to see grades
My Progress Tracks student progress in the course To allow student to see progress
Notes User may take notes and store in thiscourse tool
To take notes
Figure 1.1 A description of Blackboard’s Course Tools, their icons, functions, and example.
So far, you have successfully logged in, created a user profile, and learned the “tools of the
trade.” Now it is time to personalize your course site to fit your needs. We will be creating a
Learning Module for an Introduction to Literature course. Specifically, it will introduce and
focus on literary elements by analyzing a short story by John Updike: “A&P.”
Best Practices Alert!
A successful and effective Learning Module will have five components to it: Documents,External Links, Discussion Topics, Assignment and Feedback . The ordering of yourLearning Module should begin with the initial presentation of the material to the learner(Documents, Links), an activity that engages the learner (Discussion Topics), an assessmentof the learner’s newly acquired knowledge, and an option to provide feedback on the module.
YYoouu rr TTuu rr nn
Under each section below, list examples of materials that you would like to include in your
Leraning Module to implement this lesson on literary elements.
Documents - include files such as Word documents, pdf files, and PowerPoints ________________________________________________________________________
External Links - are any websites you would like to include in your lesson as a supplement ________________________________________________________________________ ________________________________________________________________________
Discussion Topics - are ways to get students to participate by responding to questions ________________________________________________________________________ ________________________________________________________________________
Assignments - can include quizzes, a writing assignment, or a final project ________________________________________________________________________ ________________________________________________________________________
Feedback - questions that give the learner the opportunity to relay hisattitude towards the effectiveness and execution of the Learning Module.
In the space provided, paraphrase the steps necessary to upload a file such as a PowerPoint. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
In the space provided, paraphrase the steps in order to upload the link <www.google.com> ________________________________________________________________________ ________________________________________________________________________
Now, in your Learning Module, upload one document and one external link.
Best Practices Alert!
Include a variety of documents in your Learning Module so that the material is engaging toyour students. Do not just upload a bunch of Word documents. Include PowerPoints with
pictures, short videos, web clips, and even audio samples such as podcasts to diversify theformat of the instructional content.
You have uploaded the documents and links to material you would like your students to use.
Now it is time to develop a discussion thread to engage online learners in a conversation
about the use of literary elements in the selected short story “A&P” by John Updike.
In order to accomplish this, you will use the Discussions Course Tool, and creating one is
very similar to uploading an external link, which you have already done.
1. Select “Add Content Link.” Roll themouse over “Discussions” then select“Create Discussion Topic.”
2. Choose from 3 types of threads: Threaded: Users post and reply to each otherBlog: Users collaborate on one topic/theme Journal: Private messaging between user andinstructor
3. Give the discussion thread a title.
4. If desired, assign the discussion apoint value. Then select “Save.”
In your own words, paraphrase the steps involved in creating a Discussion Thread. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
Now, in your Learning Module, create a Discussion Thread.
Best Practices Alert!
In the Learning Module, you should always include one “open forum” Discussion Thread.In the open forum, students can converse about things related to the material, and ask questions that may not necessarily be addressed in the content-related Discussion Thread. This gives the student a voice in an online setting.
In your own words, paraphrase the steps involved in creating an assignment. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
Now, in your Learning Module, create an Assignment for your learner.
Best Practices Alert!
It is a common Best Practice to include a model assignment to serve as a reference modelfor the student. To ensure your students meet your expectations for the quality of theassignment, a sample from a previous class should be posted. If you do not have student work from a previous class, it is recommended that you complete a model assignment.
Looking at your completed Learning Module, use this checklist to evaluate your work.
Checklist Yes NoMy Learning Module is organized well, and everything in it is easily accessible. All of my content in the Module is accessible within three mouse clicks.I have included each of the five necessary components:
There is variety in the presentation of my materials (i.e. different formats).I include an open forum in the Discussions section for student questions.
Along with completing the final assessment, please allow the proctor to view your finished
Learning Module for grading. Your final grade will be a combination of an evaluation of the
Learning Module you created, and the results of the following test. Additionally, please take
the time to complete the attached review so that we may improve this course in the future.
Give this portion of the exam to the proctor before leaving.
1. In the table below, fill in either the person’s username, or an acceptable first and lastname, as per the rule for creating a profile.
User’s First & Last Name Username Joanne Hunnicutt
nb_jerrisonf Derek JonesPamela Carey
nb_sperryr
2. List five examples of acceptable passwords for a Blackboard user.1. ____________________ 2. ____________________ 3. ____________________ 4. ____________________ 5. ____________________
3. For each of the five scenarios, determine which Course Tool would be most appropriatein that situation.
Scenario #1 You receive an email from a student named Sara. She would like to know her currentaverage in the course, and if she has been given any 0’s for incomplete or missing work. To what Course Tool could you direct Sara to answer these questions? Why?
You wish to post a topic about this week’s reading. You would also like for the students inthe class to respond to at least one other classmate’s posting. Which Course Tool would bestaccomplish this? How?
Scenario #3 You would like to create an entire folder dedicated to MLA Format. You wish to adddocuments explaining MLA Format, a sample paper that uses MLA Format, and an externallink to the Modern Language Association website. Which Course Tool is most appropriateand why?
Scenario #4 You are assigning the class to work on a project in groups. In order to assist them withcontacting one another, you would like to provide them with the email addresses of theirgroup members. Better yet, you could direct them to which Course Tool?
Scenario #5 You would like for your students to compose a narrative essay in which they identify literary elements in the story. Where would you post the criteria for the assignment, and where would the student go to submit it?
Criteria (1) Insufficient (2) In Progress (3) Excellent
NavigabilityContent is missing, or
hard to access.
Some, but not all,
content easily accessible
All content is able to be
located within three clicks of the mouse
ComponentsModule is missing twoor more components
Module is missing one component
All components present:Documents, Links,
Discussion, Assessment, &Feedback
VarietyNo variety in
presenting information
Lack of variety inpresenting
information
Learner is presentedinformation in a variety of
formats
Open Forum There is not an openforum available in the
Discussion Thread
- An open forum Discussion Thread is available in the
Learning Module
Model AssignmentNo model assignmentis posted anywhere inthe Learning Module
- A model assignment is posted
in the Learning Module forstudent reference
Final Score for Learning Module ____/ 15
Does this example Learning Module meet Best Practices standards? Why or why not? If youanswered no, explain what is missing from the module and how it could be remedied.
Your current job title: ______________________________________________________ Reason for taking this course:________________________________________________
On a scale of 1-5, rate: Poor Good Excellent The organization of the course 1 2 3 4 5 The clarity of information presented 1 2 3 4 5 The relevance of the material to you 1 2 3 4 5 The difficulty of the material covered 1 2 3 4 5 The level of understanding upon completion 1 2 3 4 5