Introduction to Modules

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An introduction to creating learning modules in Blackboard.

An introduction to creating learning modules in Blackboard.

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  • 1. William DeWysockie Distance Learning Team Leader Southwestern Baptist Theological Seminary Fort Worth, TX www.swbts.edu
  • 2.
    • 5 schools in Fort Worth; 1 school in Houston
    • 9 Extensions – OK, AR, TX, Bonn-Germany
    • Undergrad, Graduate, & Post-grad degrees
    • Using Blackboard since May, 2002
    • Currently using Bb Enterprise 7.3 upgrading to v. 8 in August
    Southwestern Baptist Theological Seminary
  • 3. Modules – A Description
    • Think of it as a geographical area that is self-sustaining.
      • All requirements located within that area.
      • If not, quickly transport learner to another area via a link.
    • Other terms: unit , learning unit .
  • 4. Modules – A Description
    • Can function on their own.
    • Can be used in combination with other modules.
    • EXAMPLE: Life of Shakespeare module.
      • Shakespeare’s Comedies
      • Shakespeare’s Tragedies
      • Elizabethan Drama
  • 5. Modules – A Definition
    • Modules are… self-contained topics of study that provide a context for all related material, assignments, and discussions.
  • 6. Structuring a Blackboard course…
    • … according to content type.
    • Announcements
    • Syllabus
    • Course Information
    • Staff Information
  • 7. Structuring a Blackboard course…
    • Items may be difficult to find from course to course.
    • Little pedagogical impact.
      • Learners confined to syllabus for logical orientation to course.
      • Learners must hopscotch around course to access items.
  • 8. Structuring a Blackboard course…
    • … according to content.
    • Module 1: Intro to Blackboard Groups
    • Module 2: Life Cycle of Groups
  • 9. Structuring a Blackboard course…
    • Items contextualized meaningfully in topical units.
      • Easy to follow logical development of the course.
      • Course structure meaningfully reflects the syllabus.
    • Result: More pedagogical impact.
  • 10. Less is more…
    • Learners spend… LESS time looking for stuff and MORE time learning what matters .
  • 11. Structuring a Blackboard course…
  • 12. Structuring a Blackboard course…
  • 13. Structuring a Blackboard course…
  • 14. Structuring a Blackboard course…
  • 15. Structuring a Blackboard course…
  • 16. Structuring a Blackboard course…
  • 17. Structuring a Blackboard course…
  • 18. Structuring a Blackboard course…
  • 19. Structuring a Blackboard course…
  • 20. Modules – A Conclusion
    • What : Geographical areas that are self-sustaining.
    • Why : Course structure meaningfully reflects the syllabus.
      • Items meaningfully contextualized.
      • Easy to follow logical development.
    • Conclusion : One of the best ways to engage individuals in learning.