This document provides information and instructions for a Blackboard training session on using Blackboard for careers purposes. The session will cover customizing courses and organizations on Blackboard, adding engaging content like videos and links, and using tools like blogs, journals and discussion boards. Attendees will have hands-on practice setting up a sample careers-focused course and adding different content and activities. Support resources for working with Blackboard are also outlined. The session aims to give participants confidence and skills for setting up effective Blackboard pages to support student careers.
This is an introduction to the Postgraduate Certificate in Teaching English for Academic Purposes - a distance learning programme developed by the English Teaching Unit and the School of Education at the University of Leicester.
UoM Transition to Bb9 for the School of Arts, Histories & Cultureshumelearningteam
Presentation from the Faculty eLearning team outlining plans for the transition from Blackboard Vista to Bb9 for the School of Arts, Histories & Cultures. 16/02/2011
This is an introduction to the Postgraduate Certificate in Teaching English for Academic Purposes - a distance learning programme developed by the English Teaching Unit and the School of Education at the University of Leicester.
UoM Transition to Bb9 for the School of Arts, Histories & Cultureshumelearningteam
Presentation from the Faculty eLearning team outlining plans for the transition from Blackboard Vista to Bb9 for the School of Arts, Histories & Cultures. 16/02/2011
This presentation will describe a research project currently being undertaken between Connecticut Community Colleges’ College of Technology (USA) and the Institute of Technology Sligo (Ireland), that has integrated Moodle with the Khan Academy. this project is building an open learning environment which will allow teachers to assemble new courses from Khan Academy and other open learning materials by defining learning paths and through the materials and practice questions, and making these learning paths available within Moodle courses that students will be able to enrol in on a self-study basis.
Presented by Brian Mulligan and Michael Mino at Moodlemoot Dublin 2013
This presentation preceded a lab session that refined teacher integration of unitedstreaming and introduced teachers to the benefits of membership in the Discovery Educator Network.
How Moodle LMS Provides Quality E-Learning Opportunities During the Covid-19 ...IDS Logic Pvt. Ltd.
E-learning is an emerging field and as a promising instructional medium, it has a great impact on teaching and learning activities. The fundamental nature of e-learning is that it differs from face to face delivery, thereby requiring some more features for course development, interaction and online assessment.
Power Point slides used the the Digital Learning Spring Conference on April 19. the session was at 10:45-11:30 am and was titled "Increasing Completion Reates by Providing Online Skills" by Dal LIttle
Establishing Quality Standards For Faculty Development In Teaching Online Cou...Gail Hodge
The University of Dubuque (UD) completed its second year of offering online courses to undergraduate students. In this time, UD has learned several valuable lessons in the delivery of quality online courses that include faculty development, support services, quality assurance checks, and 360-assessment. This presentation addresses several of these lessons.
Digital Citizenship & Internet Maturity for TeachersRaghu Pandey
Internet is the most powerful teaching & learning tool in the 21st century. Teachers who learn to control this tool and use it for their students' advantage will thrive and grow into great teachers. But the ones who do not evolve and stick to 20th century teaching methodologies will get replaced by technology, sooner or later! iMature can help you become a truly 21st century teacher.
IAAMA Presentation about Engineering Professional EducationVickie Maris
Brief overview of the lifelong learning solutions available through Engineering Professional Education at Purdue University for practicing engineers -- distance credit programs and non-credit short courses.
The Colorado Virtual Studio System incorporates gated and monitored access to valued tools (production and post production equipment) in the creation of original student work. In order to access production equipment, students must present written work (outlines, then treatments, then screenplays) that serve as the blueprint to the final project (completed film). The student project leader assembles a team of specialists (actors, producers and/or directors, art directors, directors of photography, production managers, lighting and sound technicians, makeup, wardrobe, and set design trainees, logistical coordinators, production assistants, camera operators, location managers, etc.) required for successful project completion. However, within this system, project completion is not the mere lensing and editing of the proposed project. It is the delivery of the project to the consumer (audience) through a variety of venues. Consequently, the gated access to desired resources is contingent on market focus, just as it is in the real world.
This presentation will describe a research project currently being undertaken between Connecticut Community Colleges’ College of Technology (USA) and the Institute of Technology Sligo (Ireland), that has integrated Moodle with the Khan Academy. this project is building an open learning environment which will allow teachers to assemble new courses from Khan Academy and other open learning materials by defining learning paths and through the materials and practice questions, and making these learning paths available within Moodle courses that students will be able to enrol in on a self-study basis.
Presented by Brian Mulligan and Michael Mino at Moodlemoot Dublin 2013
This presentation preceded a lab session that refined teacher integration of unitedstreaming and introduced teachers to the benefits of membership in the Discovery Educator Network.
How Moodle LMS Provides Quality E-Learning Opportunities During the Covid-19 ...IDS Logic Pvt. Ltd.
E-learning is an emerging field and as a promising instructional medium, it has a great impact on teaching and learning activities. The fundamental nature of e-learning is that it differs from face to face delivery, thereby requiring some more features for course development, interaction and online assessment.
Power Point slides used the the Digital Learning Spring Conference on April 19. the session was at 10:45-11:30 am and was titled "Increasing Completion Reates by Providing Online Skills" by Dal LIttle
Establishing Quality Standards For Faculty Development In Teaching Online Cou...Gail Hodge
The University of Dubuque (UD) completed its second year of offering online courses to undergraduate students. In this time, UD has learned several valuable lessons in the delivery of quality online courses that include faculty development, support services, quality assurance checks, and 360-assessment. This presentation addresses several of these lessons.
Digital Citizenship & Internet Maturity for TeachersRaghu Pandey
Internet is the most powerful teaching & learning tool in the 21st century. Teachers who learn to control this tool and use it for their students' advantage will thrive and grow into great teachers. But the ones who do not evolve and stick to 20th century teaching methodologies will get replaced by technology, sooner or later! iMature can help you become a truly 21st century teacher.
IAAMA Presentation about Engineering Professional EducationVickie Maris
Brief overview of the lifelong learning solutions available through Engineering Professional Education at Purdue University for practicing engineers -- distance credit programs and non-credit short courses.
The Colorado Virtual Studio System incorporates gated and monitored access to valued tools (production and post production equipment) in the creation of original student work. In order to access production equipment, students must present written work (outlines, then treatments, then screenplays) that serve as the blueprint to the final project (completed film). The student project leader assembles a team of specialists (actors, producers and/or directors, art directors, directors of photography, production managers, lighting and sound technicians, makeup, wardrobe, and set design trainees, logistical coordinators, production assistants, camera operators, location managers, etc.) required for successful project completion. However, within this system, project completion is not the mere lensing and editing of the proposed project. It is the delivery of the project to the consumer (audience) through a variety of venues. Consequently, the gated access to desired resources is contingent on market focus, just as it is in the real world.
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UOW Exemplar Moodle Site with DLT’s - Lynley Clark, Blackboard and Denise Spa...Blackboard APAC
The University of Wollongong and Blackboard have collaborated to develop an exemplary course for staff that demonstrates best practice for digital learning within Moodle. In 2015, the University implemented a set of minimum expectations and good practice elements called the Digital Learning Thresholds (DLT). The DLT strategy supports the principle that all students will have access to digital learning and both staff and students have clear expectations about the use of digital learning within the curriculum. This session will be co-presented by Lynley Clark from Blackboard and Denise Spanswick from the University of Wollongong (UOW). It will discuss how Lynley and a small team of Educational Designers from UOW worked together to incorporate the DLT elements into examples of activities and resources within a Moodle site with the aim of providing a model or exemplar to develop staff’s understanding of digital learning in a way that could more easily translate to their own subject development and an exceptional learning experience for UOW students.
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Webinar slides used on October 14, 2014 to help promote the Web Accessibility MOOC for Online Educators. WAMOE is a collaboraiton between Portland Community College and the Brightspace (D2L) Teaching and Learning Community.
Maximize your impact, with minimal time and effort! It’s challenging to maintain accessibility awareness across organizations, especially with turnover and constant change. Even if it isn’t your primary responsibility, you can help make a difference. See one model of a training and awareness program, which has proved successful and sustainable over multiple years. The tiered approach ensures new employees are introduced to relevant accessibility best practices, offers ongoing training opportunities for all employees, and helps everyone maintain accessibility awareness. Come share your own ideas and leave with specific steps to develop a training program, or share with administrators, at your own organization.
E/merge Africa Learning Festival Conference 2018
Digital Fluency Workshop - Brenda Mallinson & Shadrack Mbogela
5 modules: Digital Fundamentals; Working with OER; Course Design & Development for online provision; Academic Integrity in a Digital Age; Storage and Access of Digital Resources.
This presentation was developed by the California Technology Assistance Project Program Management Committee, under the direction of the Online Learning Collaborative Subcommittee of the California County Superintendents Educational Service Agency.
This workshop is designed for schools and districts that are making decisions about the types of content to purchase for online courses, and evaluating content providers for best fit. This outline provides the training agenda, with notes about time and process. This workshop is designed for 3 hours, but could be adjusted to be shorter or longer based on district needs.
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Presentation by Abi Mawhirt, Senior Learning Hub Assistant at the Developments in accessible content, joint LibTech and Inclusion in e-Learning forum, Perth College, Thu 17 Oct, 2013.
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Presentation of a case in which an online collaboration platform was used to support a university based course in technology entrepreneurship. Exemplifies the opportunities and problems of using collaboration platforms to support learner networks including Communities of Practice.
The Impact of Artificial Intelligence on Modern Society.pdfssuser3e63fc
Just a game Assignment 3
1. What has made Louis Vuitton's business model successful in the Japanese luxury market?
2. What are the opportunities and challenges for Louis Vuitton in Japan?
3. What are the specifics of the Japanese fashion luxury market?
4. How did Louis Vuitton enter into the Japanese market originally? What were the other entry strategies it adopted later to strengthen its presence?
5. Will Louis Vuitton have any new challenges arise due to the global financial crisis? How does it overcome the new challenges?Assignment 3
1. What has made Louis Vuitton's business model successful in the Japanese luxury market?
2. What are the opportunities and challenges for Louis Vuitton in Japan?
3. What are the specifics of the Japanese fashion luxury market?
4. How did Louis Vuitton enter into the Japanese market originally? What were the other entry strategies it adopted later to strengthen its presence?
5. Will Louis Vuitton have any new challenges arise due to the global financial crisis? How does it overcome the new challenges?Assignment 3
1. What has made Louis Vuitton's business model successful in the Japanese luxury market?
2. What are the opportunities and challenges for Louis Vuitton in Japan?
3. What are the specifics of the Japanese fashion luxury market?
4. How did Louis Vuitton enter into the Japanese market originally? What were the other entry strategies it adopted later to strengthen its presence?
5. Will Louis Vuitton have any new challenges arise due to the global financial crisis? How does it overcome the new challenges?
Want to move your career forward? Looking to build your leadership skills while helping others learn, grow, and improve their skills? Seeking someone who can guide you in achieving these goals?
You can accomplish this through a mentoring partnership. Learn more about the PMISSC Mentoring Program, where you’ll discover the incredible benefits of becoming a mentor or mentee. This program is designed to foster professional growth, enhance skills, and build a strong network within the project management community. Whether you're looking to share your expertise or seeking guidance to advance your career, the PMI Mentoring Program offers valuable opportunities for personal and professional development.
Watch this to learn:
* Overview of the PMISSC Mentoring Program: Mission, vision, and objectives.
* Benefits for Volunteer Mentors: Professional development, networking, personal satisfaction, and recognition.
* Advantages for Mentees: Career advancement, skill development, networking, and confidence building.
* Program Structure and Expectations: Mentor-mentee matching process, program phases, and time commitment.
* Success Stories and Testimonials: Inspiring examples from past participants.
* How to Get Involved: Steps to participate and resources available for support throughout the program.
Learn how you can make a difference in the project management community and take the next step in your professional journey.
About Hector Del Castillo
Hector is VP of Professional Development at the PMI Silver Spring Chapter, and CEO of Bold PM. He's a mid-market growth product executive and changemaker. He works with mid-market product-driven software executives to solve their biggest growth problems. He scales product growth, optimizes ops and builds loyal customers. He has reduced customer churn 33%, and boosted sales 47% for clients. He makes a significant impact by building and launching world-changing AI-powered products. If you're looking for an engaging and inspiring speaker to spark creativity and innovation within your organization, set up an appointment to discuss your specific needs and identify a suitable topic to inspire your audience at your next corporate conference, symposium, executive summit, or planning retreat.
About PMI Silver Spring Chapter
We are a branch of the Project Management Institute. We offer a platform for project management professionals in Silver Spring, MD, and the DC/Baltimore metro area. Monthly meetings facilitate networking, knowledge sharing, and professional development. For event details, visit pmissc.org.
Exploring Career Paths in Cybersecurity for Technical CommunicatorsBen Woelk, CISSP, CPTC
Brief overview of career options in cybersecurity for technical communicators. Includes discussion of my career path, certification options, NICE and NIST resources.
1. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT
PREPARATION
1. Please log in to your computer
2. Log in to Blackboard, using the Chrome browser
3. Make sure you’re on the Enrolments page. You should have access to the
following:
COURSES ORGANISATIONS
Your own Practice Course Careers for Law Students
Blackboard for Careers Staff Academic Integrity Toolkit
Film Studies Demo course Study Advice
4. Plug in the memory stick provided for use in the session – not for keeps, sorry!
1
4. TEL STAFF (CQSD)
Vicki Holmes
Head of TEL
v.holmes@reading.ac.uk
Adam Bailey
Senior TEL Advisor
a.r.g.bailey@reading.ac.uk
Lauren McCann
TEL Advisor
l.j.mccann@reading.ac.uk
Shirin Irvine
TEL Advisor
s.irvine@reading.ac.uk
Maria Papaefthimiou
Senior TEL Advisor
m.c.papaefthimiou@reading.ac.uk
Andy Turner
TEL Applications Manager
a.r.turner@reading.ac.uk
4
5. OBJECTIVES
1. To leave the session with the knowledge
and confidence to have a go at setting up
an effective and engaging
course/organisation on Blackboard
2. To know how and where to access support
to help you to do this. 5
6. SESSION OVERVIEW
• Blackboard and Careers: Where are we now?
• What are the features of a ‘good’ course/organisation on Blackboard?
• How are others using Blackboard to support students?
• How to customise a course/organisation menu
• How to add & present engaging content
• How to add tools/activities (discussions boards, blogs, journals)
• How to add assessments (tests & surveys)
• Q & A – ask me anything!
• Fun Quiz (prizes!)
6
7. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT
COURSES & ORGANISATIONS
• COURSES:
• Your very own new Practice Course
• Blackboard for Careers Staff course
• Film Studies Demo course (exemplar)
• ORGANISATIONS:
• Careers for Law Students
• Academic Integrity Toolkit
• Study Advice
7
8. WHAT IS BLACKBOARD?
8
• Virtual Learning Environment (VLE)
• Web-based
• Accessible anytime, anywhere (via an internet connection & on mobile
devices)
It provides a practical way to:
• Deliver and organise teaching content and activities;
• Offers opportunities for interaction, communication and collaboration;
• Provide links to essential resources
• Track, monitor and assess student progress.
• It supports different teaching methods and modes of delivery: face-
to-face teaching, blended learning and distance provision.
• Other VLE examples: Moodle, Canvas.
9. WHERE IS CAREERS RE:
BLACKBOARD?
9
Website: www.reading.ac.uk/careers
Blog: http://blogs.reading.ac.uk/careers/
Blackboard – Organisations:
• Agriculture, Policy and Development Careers & Placement
• BioSci Industrial Placements and Career Opportunities
• Blackboard for the Careers, Placement and Experience Centre (Admin)
• Careers Advice for Finalists (Food?)
• Careers Development (Chemistry)
• Careers and Employability Board
• Careers for Law Students
• Careers in Languages
• FT MBA Careers
• GIIDAE Careers Information
• Henley Careers
• Henley Careers Support Working Group
• ICMA Careers REP Careers Hub
• Organisations on other systems: RD_CASADMIN –
10. HOW DO OTHERS USE
BLACKBOARD?
10
Examples:
• Study Advice (Organisation)
• Academic Integrity Toolkit (Organisation)
• Careers for Law Students
In your groups of 3/4, spend 5 minutes looking at
your allocated Organisation.
• What’s good?
• Are there any features you like?
• What’s not so good / could be improved?
11. A ‘GOOD’ BLACKBOARD COURSE?
11
Have a look at the Film Studies Demo course
• What do you think?
• Anything you like?
• Anything you don’t like?
12. WHAT DO YOU THINK MAKES
A ‘GOOD’ BLACKBOARD COURSE?
12
14. A BLACKBOARD COURSE /
ORGANISATION –
LET’S TAKE A LOOK!
Find your Practice Course:
Enrolments > Courses:
(Your Name) Practice Course
14
15. Customising your course:
Add a BANNER to your course
Control Panel > Customisation > Teaching Style
(Use the banner image from your USB stick in the
BB1 folder)
15
17. COURSE MANAGEMENT ACTIVITY
• Enrol a partner as a student on your
Practice Course
(You will need their username)
Control Panel > Users & Groups > Users >
Find users to enrol 17
18. COURSE STRUCTURE: MENU
18
Rationale for suggested menu:
• Minimum’/suggested standard &
ripe for customisation to needs
• Consistency across courses
• Ease of navigation for students
• Ties in with e-assessment policies
19. Customising the Menu
Make the MENU in your Practice Course more
relevant to Careers:
1. Rename a couple of items
2. Add a new menu (content) item called Careers
3. Reorder a couple of items
4. Add a divider 19
20. CONTENT BUILDING ACTIVITIES
In your Blackboard Practice Course, in the new
Careers content area:
1. Add a Content Folder (call it Careers Events?)
2. Add an Item (some text – attach the PowerPoint from
your USB stick in BB1 folder if you wish)
3. Add a Web Link (http://www.reading.ac.uk)
4. Re-order the materials
5. Move the Item in to the Content Folder
20
21. Adding more visual content
In your new Content Folder (Careers Events):
1. Add an image (from your USB stick)
2. Make it a hyperlink to a webpage, e.g. University of
Reading (www.reading.ac.uk/careers)
21
22. Adding engaging content
In the Careers Events folder, add:
1. A mash-up (e.g from YouTube)
2. External content (use the embed code from a
website to add this content, e.g. embed code from
You Tube)
22
23. Using tools & adding activities
In your Practice Course:
Set up either a:
1. Blog
2. Journal
3. Discussion Board
26
24. 1. Go in to your partner’s Practice Course on which
you’re a student
2. Post a contribution in your partner’s Discussion
Board / Blog / Journal
27
26. SUPPORT AVAILABLE
29
Support for Staff
tab
on Blackboard
TEL blog
Blackboard Help site
TEL courses
Blackboard Surgeries
IT Service Desk
(it@reading.ac.uk)
IT will:
• help you with
technical queries
• forward your TEL
queries to us
TEL guides
Staff
Development
Get in touch
The members of CQSD technology enhanced learning (TEL) cluster – here & happy to support!
We’ve all had teaching experience
Blackboard Learn is the University’s centrally supported Virtual Learning Environment (VLE). It is a flexible web based system that enables tutors to deliver online learning to students that is accessible at any time and anywhere via an internet connection.
It provides a practical way to:
Deliver and organise teaching content, and activities;
Offer dynamic interaction, communication and collaboration;
Provide links to essential resources (websites, reading lists and past exam papers);
Track, monitor and assess student progress.
Blackboard is used to support different teaching methods and modes of delivery across various disciplines at the University, supporting both face-to-face teaching, blended learning and distance provision.
You may have used another VLE elsewhere, e.g. Moodle or Canvas
This is a framework & the instructional design model designed by Garrison, Anderson and Archer (2000) – Canadian scholars whose work is considered to be a major contribution to the field of TEL.
This is relevant to any use of VLEs and any demands you make of your students in an online environment – don’t be absent from the picture just because you view it as activity that they can do on their own, online. You need to be there too, and they’ll find your presence, and your interest, encouraging.
If it feels like a ghost town in your BB course, it won’t be very welcoming and it won’t encourage students to visit. They want to see a bit of you in there as well.
Social presence is the discourse that’s enabled through the content you and your students provide, and the interaction between them, but teacher presence is an important and enabling part of that environment.
Course management:
Point out the main features of the Control Panel:
Course Tools
Grade Centre
Users & Groups (enrolling others on course)
Customisation
LIVE demo of how to enrol someone on a Blackboard course
Trainees to enrol a partner on their course
Further customisation
Trainer to demo how to add a banner then staff add a banner to their Bb practice course
Highlight the Communications tools, e.g. announcement, email, discussion board, chat…
LIVE demo of how to:
Post an announcement (including posting above & below the ‘bar’ for more ‘permanent’ announcements)
Staff to complete the activities
Course management:
Point out the main features of the Control Panel:
Course Tools
Grade Centre
Users & Groups (enrolling others on course)
Customisation
LIVE demo of how to enrol someone on a Blackboard course
Trainees to enrol a partner on their course
LIVE demo of Bb course (use course set up for the session: Bb for Careers).
Outline:
Course structure: Course Menu (for rationale, see below*)
Demo/explain the left-hand menu in a Bb course
2. Course management: Control Panel (Course Tools, Grade Centre, Users & Groups, Customisation)
*New menu structure & rationale:
‘Minimum’/suggested standard & ripe for customisation to needs
Consistency across courses
Ease of navigation for students
Ties in the PEAR policies
Trainer to model how to do these things in demo course then staff to complete these ‘customising the menu’ activities
Content Building:
Explain EDIT mode.
Explain options & a few examples from each list: ‘build content’, ‘assessment’, ‘tools’ – highlight assessment as where to find assignment & Turnitin assessment features.
Build content > explain an item vs. a file
LIVE demo of how to:
Add a Folder (e.g. Training Folder)
Add a File (PowerPoint document from your USB stick > BB1 Start)
Add an Item (some text – attach the PowerPoint doc if you wish)
Add a Weblink
Re-order the materials
Move the Item in to the Folder
Trainees complete the activities
Highlight on Bb demo course how to personalise Notifications
Explain that all instructor users of Blackboard are automatically added to the Bb Users email list which is used to send out important info relating to Blackboard, e.g. updates, downtimes, issues. To be removed, staff need to be taken off Bb modules as instructors. TEL CQSD staff can’t remove staff from the email list – they will simply get re-added unless removed as an instructor.
Give a brief overview of other features available under the menus: Content, Assessments, Tools
Organising/structuring content
Trainer to demo how to add an item, weblink & image then staff in their Bb practice course
Organising/structuring content
Trainer to demo how to add an item, weblink & image then staff in their Bb practice course
LIVE demo new Oct 2014 feature – Student Preview
Reinforce what to do when exiting Student Preview (save/don’t save any data generated whilst in SP mode)
Follow unirdg_TEL on Twitter for all the latest from the TEL CQSD team!
Follow unirdg_TEL on Twitter for all the latest from the TEL CQSD team!
