Putting it all Together: Designing a Great BlackBoard Course
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Putting it all Together: Designing a Great BlackBoard Course

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This session will help you go from start to finish in building an efficient, effective, and engaging course using BlackBoard Learn. This includes learning all about the new features available in ...

This session will help you go from start to finish in building an efficient, effective, and engaging course using BlackBoard Learn. This includes learning all about the new features available in BlackBoard starting this May!

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  • From Dean, C.B., Hubbell, E.R., Pitler, H., & Stone, B. (2011). Classroom instruction that works: Research-based strategies for increasing student achievement (2nd ed.). ASCD: Alexandria, VA <br />
  • Provide organizing framework to lead students to a coherent conceptual understanding-this organizing framework bundles chunks of the course. <br />
  • Perhaps have them generate an objective related to Bloom’s taxonomy at each level of Bloom’s taxonomy. <br />
  • How can this approach lead the student to a broader, conceptual understanding? <br />
  • Need to plan your design before building content in Vista. Think about the organization of the course. ahead in order to decide on design, sequence of content, processes and assessments. <br />
  • From Dean, C.B., Hubbell, E.R., Pitler, H., & Stone, B. (2011). Classroom instruction that works: Research-based strategies for increasing student achievement (2nd ed.). ASCD: Alexandria, VA <br />
  • From Dean, C.B., Hubbell, E.R., Pitler, H., & Stone, B. (2011). Classroom instruction that works: Research-based strategies for increasing student achievement (2nd ed.). ASCD: Alexandria, VA <br /> Engage prior learning <br /> Provide structures that support student’s ability to organize knowledge for retrieval <br />
  • From Dean, C.B., Hubbell, E.R., Pitler, H., & Stone, B. (2011). Classroom instruction that works: Research-based strategies for increasing student achievement (2nd ed.). ASCD: Alexandria, VA <br />
  • From Doolittle, P. (1999). Constructivism and online education. http://www.chre.vt.edu/doolittle/tohe/tohe2.html <br />

Putting it all Together: Designing a Great BlackBoard Course Putting it all Together: Designing a Great BlackBoard Course Presentation Transcript

  • Office of Learning &Technology Purdue University North Central
  •  We will cover:  What makes a “great” BlackBoard course  How to use available tools to create a consistent and student-friendly course experience  How to generate more student engagement through course design strategies
  • • The first step in many instructional models is gaining students’ attention and orienting them to learning • What are your usual approaches/strategies for introducing a lesson in the face-to-face classroom? • How can you adapt these strategies for the online environment?
  •  At any level, students work best when they know where they are heading, and have the support they need to get there  A syllabus or introduction to the learning activity helps, especially online  It doesn’t have to be long and complicated, just clear and complete
  •  Description of the course  Objectives  Orientation to technical elements  Explanation of grading and assessment  Description of communication expectations
  •  You will be enrolled in a BlackBoard course for faculty that leads you through almost every tool and technology possible  This is available at all times  Students are enrolled in a similar course just for them  New updates for the recent SP14 version upgrade are available  You may also view videos and other tutorials anytime at http://www.pnc.edu/distance/learn-tutorials/
  •  Alignment  Structure  Interaction  Assessment
  • Learning Objectives Resources, Materials &Technology Assessment and Measurement Learner Interactions & Activities http://www.qualitymatters.org/
  •  Orient students to the course  Use headings and descriptions to aid organization  Name files (or label) so they have meaning to the learner  Be consistent in the organization of lessons  Bundle activities, assignments, interaction, assessment in the same place A
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  • • Center learning on broad, related topics • Or, separate the course into weeks • Allows you to sequence access to content and tools • Limit access to the relevant tools/content only • Integrate processes/activities with concepts • Ideally, limit extra clicks S
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  •  Advance organizers and case studies  Similarities and differences  Essays and mini- essays  Summarizing and note-taking  Debates and collaboration I
  •  Focus on what’s important, not unusual  Higher level organizers and prompts will produce deeper learning  Most useful with information that is not well organized and problems that are not easy to solve  Collaborative and group activities can ask students to learn from each other and teach one another  Be sure to participate yourself! I
  •  Asynchronous  Threaded discussions-text-based and multimedia  Blogs - online diaries, reflection  Wikis - collaborative writing  File sharing  Synchronous  Instant messaging and video chat (Skype, Adobe Connect, etc)  Telephone  F2F meetings I
  •  Assignments: Use the Assignment, Wiki, Discussion, Journal, or Blog tools to allow students to send work files and projects  Word, Excel, PowerPoint, other types of files  Links to Google Docs, Prezis, etc.  Don’t be afraid to encourage students to use a variety of technologies to construct projects  Assessments: Essay questions and File Response (sending in a file) questions are available options in making a test/quiz I
  • • Students should be assessed formatively, serving to inform future learning experiences. • Summative assessment comes after opportunities for practice and feedback • Teachers serve primarily as guides and facilitators of learning, not “sage on the stage” and “knower of all” • Students are then encouraged to become more self-regulatory, self-mediated, self-motivated, and self-aware.
  •  Timed/untimed examinations  Surveys - developmental/summary  Assignments and discussion with rubrics  Projects that build up toward a final goal over time, with checkpoints throughout A Clear expectations, criteria and alignment
  •  Take home exams  Laboratory case study analysis  Discussion assessment  Activity assessment
  • Reach us at:  pncolt@pnc.edu  Twitter and Facebook: @PNCOLT  http://www.pnc.edu/distance for all workshop notes, links, and training needs