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Getting started with blackboard 9 1


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This presentation describes some the basic functions of the new Blackboard 9.1 Learning Management System. The presentation will describe using the text editor, upload content using the new file management system, and creating/editing assessments. Basic web and instructional design are also covered in the presentation.

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Getting started with blackboard 9 1

  1. 1. Thesys Course Development
  2. 2. Table of ContentsWhere to Start? 3Concept Mapping 5 Samples 7Storyboarding Technique 10 Components 12 Sample 22Overview of Blackboard 9.1 23 Logging In 24Course Navigation 26 Thesys Course Design Elements 27 Course Structure 28Collaboration Tools 31Entering Content Into Blackboard 34 Learning Modules 46Creating Assessments & Surveys 68Best Practices 79 2 Next
  3. 3. Where to Start?• Get organized – Begin by gathering required documentation • Syllabus, textbook, PowerPoints, lecture notes, etc.• Develop the Concept Map for the overall course, the units & lessons• Develop storyboards for each interactivity Top 3
  4. 4. Concept Mapping Purpose & Samples Next
  5. 5. Purpose• Concept maps are drawings or diagrams• They are a handy tool because CMs organize the course structure by illustrating connections between major concepts in a course or section of a course• CMs can be leveraged for mapping – Whole courses – Units – Lessons – Assessments• This strategy works especially well when some concepts are actually subclasses of other concepts Top 5
  6. 6. Sample Concept Maps• The following slides illustrate concept maps for an Algebra I course• The first map illustrates the high-level overall course structure• The second & third maps illustrate the components of teaching specific topics – Distributive Law – Complex Numerical Expressions Top 6
  7. 7. Requires basic knowledge of Algebra I The real number The Cartesian plane The terms system Polynomials & The Develops an understanding “constant” & number rational of “variable” line Is the basis Concepts associated expressions Includes for w/ exponents Equations & Havetheir solutions Factors The hierarchy of number Are applied Are applied subsystems Commutativ to to e laws Scientific notation Operations & their Single linear The arithmetic Integral exponents properties equations operations of addition, subtraction, Expressions multiplication & division Formulas & involving square literal Inequalities roots Associative equations & their laws solutions Graphing Uses Function Systems of 2linear equations. s Absolute values Absolute Single linear value Linear equations inequalities Coordinate equations Domain geometry Systems of 2 Systems of Line Quadratic linear 2 linear s equations inequalities equations Range Single linear Is used to represent Proportions inequalities Linear Slope Segments inequalities s Lengths Systems of 2 linear Mid- inequalities Top points 7
  8. 8. The Distributive LawIs an assertion about Uses Is an assertion about The set containing numbers a, b, & c Can produce using Can produce multiplication twice using addition & then multiplication The set containing the numbers ab & ac Can produce using addition The number The number ab + ac a(b + c) Equals The number “a” is “distributed” The number “a” is notHas over “b + c” “distributed” over “b + c” Has Top 8
  9. 9. What concepts should Complex Numerical Expressions Can arise fromstudents learn in Unit 2? Are simplified using Formulas Are commonly referred to as Order of Through substitution lead to Operations May represent characteristics of P.E.M.D.A.S Rectangles Are used to calculate Includes Circles Subtraction The value of a Addition NumericalParentheses Expression Triangles Have Division Exponents Perimeter Multiplication Area Of a circle is called Is one of the two operations in Top The Distributive Property Circumference 9
  10. 10. Storyboard TechniqueDefinition, Purpose, Components & Examples Next
  11. 11. Definition & Purpose• Wikipedia describes Storyboards as – “graphic organizers such as a series of illustrations or images displayed in sequence for the purpose of pre-visualizing a motion graphic or interactive media sequence, including website interactivity”• A storyboard is used to describe & present the flow of interactive events• A detailed storyboard insures a better end product Top 11
  12. 12. Components of a Storyboard• Set & define high-level learning objectives• Develop the course in tandem with the learning objectives defined• Outline & include student interactions with content – What are the interactivities? – What are the learning objects? – Why are these interactivities/learning objects relevant? – How will these tools increase the students’ learning outcomes?• Review – Good resource for details on storyboarding Top 12
  13. 13. Storyboard Interactions Defined• Context – Design for instructional interaction; this is the framework & conditions of interaction the student has with the Content – This is the setting of the interaction (i.e. a science lab)• Challenge – A stimulus to action within the context – A call to action; what problem must the learner solve?• Activity – A physical response to the challenge; what the student does to reinforce learning (i.e. a virtual science lab where students mix chemical X & Y to make compound XYZ)• Feedback – Reflection of the effectiveness of the learner’s action – Reprimands positively – Suggests alternative choices when answers are incorrect – Provides positive feedback when answers are correct & why the answer is correct TopSource: Guide to eLearning; Michael Allen, 2003 13
  14. 14. Thesys Storyboard Components• Feedback is intrinsic rather than extrinsic• Interactions are meaningful, relevant, challenging, & frequent• Assessments are Built-in periodically Top 14
  15. 15. Thesys Storyboard Components• Interactions account for multi-modality learning – Linguistic/Language: learns by listening, reading, verbalizing, enjoys discussion, likes word games, books, and records, and remembers verses, lyrics, and trivia. – Logical/Mathematical: thinks conceptually, uses clear reasoning, looks for abstract patterns and relationships, likes experimenting and testing things, likes classifying and categorizing. – Musical: thinks in tones, learns through rhythm and melody, enjoys playing musical instruments, remembers songs, and notices nonverbal sounds in the environment. – Spatial: likes mazes and jigsaw puzzles, likes to draw and design things, likes to build models, and likes films, slides, videos, diagrams, maps, and charts. – Bodily kinesthetic: processes knowledge through bodily sensations, communicates through gestures, moves or fidgets while sitting, learns by touching and manipulating, likes role playing, creative movement, and physical activity, enjoys fixing and building things. – Interpersonal: understands and cares about people, is the social child, has lots of friends, and learns from cooperative learning experiences, and likes group games. – Intrapersonal: enjoys working independently, likes to be alone, appears to be self-motivated, and needs quiet space and time. – Naturalist: investigates, experiments, questions, and finds out about elements of science, the phenomena of the natural world, weather patterns, growing things, animals, conditions that change characteristics (water changes from liquid to solid when frozen). TopSource: PBS Teachers, “Learning Modalities: Pathways to Effective Learning” 15
  16. 16. Thesys Storyboard Components• Content is cross-curricular – Context enhances cross-curricular content• Learning objectives are meaningful, tangible, & relevant – L/Os are built/mirrored into interactivities• Storyboards account for modeling & scaffolding of instruction – Modeling: Instructor/learning object conducts an exhibition of proper skill performance, process execution, or cognitive processing (e.g. think-aloud) • Students mimic the correct behavior, process, etc. – Scaffolding: The idea that specialized instructional supports need to be in place in order to best facilitate learning when students are first introduced to a new subject. Top 16
  17. 17. Tools for Creating Storyboards• Microsoft PowerPoint, Word• Pen & paper• Techsmith SnagIt• Adobe Photoshop, Illustrator, Flash Top 17
  18. 18. Interactivity Designs Use the chart below to assist you when you storyboard interactivity designs Learning Context Challenge Activity Feedback Objective(s) • Design the Activity around the Context to • Provides instructive stimulate knowledge feedback to the retention & increase student student performance • Helps learner see the • Avoid tangents-Focus • Provide an negative outcomes of• Built into the on applicable content • Requires students to opportunity to back- making incorrectinteractivity rather & lesson outcomes apply information & up, correct errors, & choicethan a traditional, • Focuses on applicable skills to meaningful & explore alternate • Helps learner see thebulleted list subject & lesson interesting problems learning pathways positive outcomes of• L/Os should be drawn outcome • Puts student at risk • Require students to making correct choicesfrom Common Core • Reinforces the (i.e. student has to apply information & • Delays judgment sostandards and/or CA relationship of subtask start over if he/she skills to meaningful & that learners can inferState Content to targeted content makes too many interesting problem for themselves ifStandards • Simulates “the real mistakes situations they’ve selected the world” • Activities should be correct answer based on “real world” (intrinsic feedback) situations • Feedback is • Activities should frank/honest require students to perform multiple steps Top 18
  19. 19. Course Structure Online Content Subject Unit Objectives In-Class Learning Objectives Content(high level) Interactivities Schedule Content Units Labs, Homework, Learning Objects Lecture Learning Assessments Objectives Improved Top Student 19 Outcomes
  20. 20. Storyboard TemplateUnit #: InteractivityLesson ID/Name:Content Topic: • This section containsLearning Objective: – Images, sketches, video, pract ice problems, etc. are placed in this sectionContext: – Text with attributes & links – Color schemes for graphics & multimediaChallenge: – Lay out & chunking of informationActivity: What’s Next? (include the name title of the next storyboardFeedback: & interactivity) Top 20
  21. 21. InteractivityUnit #:Lesson ID/Name:Content Topic:Learning Objective:Context:Challenge:Activity:Feedback: Top 21 What’s Next:
  22. 22. Sample of a Completed SB Top 22
  23. 23. Overview of Blackboard 9.1 Logging In, AccessingCourses, Designing & Developing Courses Next
  24. 24. Login to BlackboardThe Thesys Blackboard admin will provide you with your login name &password Login URL: Top 24
  25. 25. Accessing the CourseThe Thesys Blackboard admin will enroll you in the course or coursesthat you will be developing. To access the course, click the “Classes”Tab. Once you’ve clicked on the “Classes” tab, you will see 1-2 courses in which you are enrolled and will develop. Simply click on the course hyperlink and you will be redirected to the course. Top 25
  26. 26. Course NavigationOrganization, Customization, & File System Next
  27. 27. Thesys Course Design Elements1. Student-Centric2. Built on Common Cores Standards & CA Content Standards3. Teacher Customizable4. Curriculum Integration from OERs (Open Education Standards)5. 21st Century Skills Accountability6. Multiple Learning Strategies & Modalities Top 27
  28. 28. Thesys Course Structure• Includes a “Home Page”• Includes a Course Description, Syllabus, & Learning Objectives• Easy, intuitive, access to grades earned from assignments & assessments• Direct access to Teacher Announcements• Direct access to course content• 1 Click access to relevant Mini Courses• At least one independent study project & access three options for global collaborative projects• Access to Live Teacher support & tutoring• Access to online study groups hosted on• Access to Web 2.0 authoring tools• A media section which includes supplemental audio/video presentations produced by Thesys team or from OER providers• A repository for student created content Top 28
  29. 29. Renaming the Course Navigation MenuIt is very easy to create the course’s navigation menu. Simply drag & drop toreorder the menu. You can click on the downward-facing chevron torename, hide of delete menu items. Top 29
  30. 30. Organizing the Course Navigation Use the up/down “short cut” arrows to reorder the navigation menuThe course menu should not exceed 6-7 items. Use an areatitled “Content” to house the course content—You don’t wanta menu area for every Unit in the course! Top 30
  31. 31. Collaboration ToolsDiscussion Boards, Journals & Wikis Next
  32. 32. Written Collaboration• Discussion board – An online meeting place for social interaction among peers – A medium to pose questions about homework assignments, readings, and course content – A graded activity that demonstrates understanding or application of course material• Journal – Journals are a personal space for students to communicate privately with the instructor – Students can also use Journals as a self-reflective tool to post their opinions, ideas, and concerns about the course, or discuss and analyze course related materials.• Blogs – A personal online journal that is frequently updated and intended for general public consumption – Each Blog entry can include any combination of text, images, links, multimedia, Mashups, & attachments. Top Source: Blackboard, INC; 2010 32
  33. 33. Written Collaboration• Wiki – A Wiki is a collaborative tool that allows students to contribute and modify one or more pages of course related materials, providing a means of sharing and collaboration – Pages can be created and edited quickly, while tracking changes and additions, allowing for effective collaboration between multiple writers Top Source: Blackboard, INC; 2010 33
  34. 34. Entering Content Into Blackboard Text, learning modules, textbooks, images, files, & hyperlinks Next
  35. 35. Content Areas• Text, assessments, images, learning modules, and files all start on a content page – A content page is basically a blank web page• The majority of your time will be spent creating content & content pages Top 35
  36. 36. Creating a Content page Begin by clicking the “ + “ sign at the top of the nav menu. Then, select “Create Content Area.”Give the new Content page a name and check theBox titled “Available to Users” so that studentsCan access the Content page Top 36
  37. 37. Adding ContentThe menu link to the new content page will be at the bottom of the nav menu.Locate the link and then click on it to access the new, blank content page The blank content page will have a tool bar across the top. Most of the time you will enter content using the “Build Content” section on the far left of the tool bar. You can access the various submenus by hovering your cursor over the chevron on the tool bar icon Top 37
  38. 38. Adding ContentMost of the content you create will either be considered an “Item” or a“Learning Module.” Think of an “Item” as a singular piece of content that can & should stand alone. A “Learning Module” is a comprehensive unit of content. Since you are developing a comprehensive course that will likely be broken into units, you will probably become very familiar with this feature. Top 38
  39. 39. Adding ContentWith the new content page in place, you willnow have a clean slate on which you can addtext, images, URLs & links to documents.However, before you begin adding content, it’simportant to understand how the Blackboardtext editor functions.The next few pages will introduce how to usethe text editor and then explain how to entercontent using the text editor features. Top 39
  40. 40. Blackboard Editor ToolsThere are 3 main rows on the text editor tool bar 1. This is the text & paragraph formatting row 3. File Types row--You can 2. The second row is used to edit add variety of content files to text, add html code, or add math type create media-rich contentThe next slides will explain in-depth how each of the three rows can help you withdeveloping content Top 40
  41. 41. Blackboard Editor ToolsThe notes & images below explain each component of the text & paragraphformatting row Top 41
  42. 42. Blackboard Editor Tools The notes & images below explain each component of the Format Editor rowThis is the “Clear Formatting” button. Use it if You can preview your work at Topyou cut & paste from a word processing software anytime by clicking this icon 42
  43. 43. Blackboard Editor ToolsBlackboard integrates several tools that allow you to integrate multimedia files. Youcan also load Flash .swf files or integrate YouTube videos, Flikr photos, & SlideSharepresentations. Top 43
  44. 44. Entering Content Into BlackboardType in a title and then enter text into the text editor box. You can use the text editortoolbar to format the text.Once you’ve entered content, click “Submit” to saveyour work. Top 44
  45. 45. Entering Content Into BlackboardYou can also embed images or attach files to the content area. Or you can simply create alink to the file.Make sure that you always activate the content section and select “Track Number of TopViews.” 45
  46. 46. Learning ModulesOne of the most useful tools in Blackboard is the Learning Module tool. You cancreate a L/M by returning to the “Build Content” icon in the left-hand corner of thecontent page. Top 46
  47. 47. Learning ModulesSimilarly to the other content items in Blackboard, you will need to enter a nameand a description of the learning module you create. Top 47
  48. 48. Learning Modules Click “Yes” to permit users to view the L/M. Select “No” for “Sequential Viewing” & “Yes” for the remaining options. Lastly, make sure users can see the table of contents & that the L/M displays numbers. Top 48
  49. 49. Learning ModulesWith the basic L/M structure in place, you can now add content items. The processfor adding content to an L/M is the same as adding an “Item.” Click Here if you needa review Top 49
  50. 50. Learning Modules – Best Practices• Learning Modules should contain full units of content• Like all eLearning content, avoid creating content pages that force users to scroll down the page – Ideally all content should fit within the monitor frame Top 50
  51. 51. Assigning TextbooksFrom a Content page, click on the “Assign Textbook” icon on the tool barThen, enter the 13 digit ISBN, text title, author, orsubject. Top 51
  52. 52. Assigning TextbooksOnce you’ve located the textbook, click the submit icon under the textbook image. Top 52
  53. 53. Assigning TextbooksNow add a brief description, allow users to view the Content, and enable tracking.Don’t forget to click “Submit” to save your work. Top 53
  54. 54. Inserting a HyperlinkWith the text editor open, add text, highlight the text, & then click the globe tocreate the url Top 54
  55. 55. Inserting a HyperlinkA pop-up window will open. Add the url address, a “Tool Tip,” and check the“Open link in new window” Click “Submit” to save Top 55
  56. 56. Inserting Multiple HyperlinksThe image below came from a well-designed Biology course which containedmultiple video presentations. We call this the “2 Thumbs up Design” Notice how organized this menu looks? Read on to learn how to create the 2 Thumbs up Design Top 56
  57. 57. Create Your ItemNothing fancy here, you already know how todo this Click “Build Content” then add the item name, text, etc. Next, use bullets or numbers to organize the list Top 57
  58. 58. Make a Folder Blackboard 9.1 has a new feature for managing files. You will need to use the “Files” section for the 2 Thumbs Up Design to work properlyOnce you’ve accessed your coursefiles, you can organize multiplerelated files into folders.Single files do not need a folder butmultiple related files should always be Topplaced together into a folder 58
  59. 59. Add Hyperlinks Next, load the files into your newly created folder.Now you have to obtain the hyperlink for the uploaded file. Top 59
  60. 60. Add Hyperlinks• Using Mozilla Foxfire?• Mozilla Foxfire makes this very easy 1. Hover your curser over the file name 2. Right click ONCE 3. Left click on “Copy Link Location” Top 60
  61. 61. Add Hyperlinks• Using Internet Explorer? 1. Hover your curser over the file name 2. Right click ONCE 3. Left click “Properties.” The “Properties” pop-up will open Top 61
  62. 62. Add Hyperlinks4. Right click on the URL address and then left click on “Select All”5. Hold the “Ctrl” key and simultaneously push the “C” key Top 62
  63. 63. Add Hyperlinks• Now uninstall Internet Explorer from your computer because it makes copying URL addresses way too hard (just kidding…sort of) Top 63
  64. 64. Add Hyperlinks• Return to the first content item you created, click “Edit” Top 64
  65. 65. Add Hyperlinks• Highlight the content text that you’d like to make a content item (i.e. a video link, a link to a web page, etc.) – To highlight text, hold the left mouse button and simultaneously drag the cursor across the word• Next, click the “Hyperlink” button in the editor tool bar Top 65
  66. 66. Add Hyperlinks• A new pop-up window will open where you need to paste the file url you copied.• Click inside box titled “URL” and click on the “Delete” key on your keyboard to remove all default text Top 66
  67. 67. Add Hyperlinks• Next, push the right mouse button ONCE and click on “Paste” when the pop-up window opens• Add a “Tool Tip,”• Click “Open link in new window”• Click “Submit”Repeat this process until your heart is content (or you’ve built your menu of links—whichever comes first) Top 67
  68. 68. Creating Assessments & Surveys Summative Assessments, Surveys & Assessment Creation Next
  69. 69. Summative Assessments• Tests, Quizzes & Pools – Used to award grades – Question pools can be built & reused for multiple assessments• In Blackboard, there is no difference between a test or quiz – Tests/quizzes are created & graded the same way – Only the title is different Top 69
  70. 70. Surveys• Informal – Surveys are not given for credit• Great tool for “impromptu” formative assessments – Other suggestions: • Great for “ice breaker” activities with new classes • Use for gauging what content ranks highest in student interest• Use bullet points or numbers to add a “list” for multiple, related content items Top 70
  71. 71. Creating Assessments Get started by clicking the chevron on the “Create Question” icon. Then, select the appropriate test question format Top 71
  72. 72. Creating Assessments Since most test/quiz questions will be multiple choice, we will use a M/C question for a practice example.Notice that the text editor is the same as thecontent areas of Bb? It is best to use lowercase letters for the answer lists since students are most familiar with this listing style.Make sure thatthe “RandomOrder” box is Topchecked 72
  73. 73. Creating Assessments You can enter up to 20 answers. Usually 3-5 will do the trick.The correct answer doesn’t have to be “a,” but since you’ve enabled the“Random Order” feature, it’s fine to use “a” as the correct answer Top 73
  74. 74. Creating AssessmentsThe fourth portion of the assessment section allows you to create feedback.Providing feedback is not required, however. Top 74
  75. 75. Creating AssessmentsIt is not necessary to enter “Categories and Keywords” or “Teacher Notes.” After you are finished, click “Submit” to save. Blackboard will re-direct you to the main test bank. Top 75
  76. 76. Creating Assessments1. Return to the content area whereyou want to add the test. Click thechevron on the “Create Assessment”icon.2. Next, select the test which youwant to add. Top 76
  77. 77. Creating Assessments3. Now, add a description and set thetest to “Open Test in New Window.” 4. For now, leave this section for the classroom teacher to complete. Top 77
  78. 78. Creating Assessments5. Make sure to include the testresults in the grade center.Also, make sure that the studentscan see their score & the answersthey submitted. 6. A great best-practice tip is to reveal the test questions “All at Once.” Also, the test questions need to be randomized. Top 7. Click “Submit” to save 78
  79. 79. Best PracticesTips & Tricks for the Course Designer Next
  80. 80. Content Development Best Practices• Use bulleted and numbered lists to organize lists• Always check spelling• Cite you sources• Create visual & auditory interest whenever possible – Limit the use of animated .gif images, however • Unless the .gif is a learning-related animation – Do not use emoticons Top 80
  81. 81. Content Development Best Practices• Learning Modules should contain full units of content• Like with all eLearning content, avoid creating content pages that force users to scroll down the page – Ideally all content should fit within the monitor frame• Use black font or navy blue font – Use colored font (such as red) sparingly Top 81
  82. 82. Content Development Best Practices• Set external website URLs to open in a new window• If you can program in HTML, please do. – Blackboard works best when content is entered in HTML – Avoid using JavaScript• Test your work in multiple browsers – Mozilla Foxfire, Internet Explorer, & Safari are the most heavily used Top 82
  83. 83. Content Development Best Practices• Text in the English language reads from left to right (a Z pattern) – Write content such that the most important items reside on the left side of the page Top 83