The document serves as a comprehensive guide for developing courses using Blackboard, detailing the process of course organization, concept mapping, and storyboarding techniques. It includes best practices for creating engaging content, utilizing collaboration tools, and ensuring student interactions that enhance learning outcomes. Additionally, the document provides instructions for navigating Blackboard, entering content, and designing effective assessments.

1. Thesys Course
Development

2. Table of Contents
Where to Start? 3
Concept Mapping 5
Samples 7
Storyboarding Technique 10
Components 12
Sample 22
Overview of Blackboard 9.1 23
Logging In 24
Course Navigation 26
Thesys Course Design Elements 27
Course Structure 28
Collaboration Tools 31
Entering Content Into Blackboard 34
Learning Modules 46
Creating Assessments & Surveys 68
Best Practices 79
2
Next

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
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3

4. Concept Mapping
Purpose & Samples
Next

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
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5

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
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6

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 & Have
their 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 2
linear 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. The Distributive
Law
Is 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 not
Has over “b + c” “distributed” over “b + c” Has
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8

9. What concepts should Complex Numerical Expressions Can arise from
students 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 Numerical
Parentheses Expression Triangles
Have
Division
Exponents
Perimeter
Multiplication
Area Of a circle is called
Is one of the two operations in
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The Distributive Property Circumference 9

10. Storyboard Technique
Definition, Purpose, Components &
Examples
Next

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
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11

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 www.chillibreeze.com/articles/Creating-Storyboards.asp
– Good resource for details on storyboarding
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12

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
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Source: Guide to eLearning; Michael Allen, 2003 13

14. Thesys Storyboard Components
• Feedback is intrinsic rather than extrinsic
• Interactions are meaningful, relevant,
challenging, & frequent
• Assessments are Built-in periodically
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14

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).
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Source: PBS Teachers, “Learning Modalities: Pathways to Effective Learning” 15

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.
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16

17. Tools for Creating Storyboards
• Microsoft PowerPoint, Word
• Pen & paper
• Techsmith SnagIt
• Adobe Photoshop, Illustrator, Flash
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17

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 incorrect
interactivity rather & lesson outcomes apply information & up, correct errors, &
choice
than a traditional, • Focuses on applicable skills to meaningful & explore alternate
• Helps learner see the
bulleted 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 choices
from Common Core • Reinforces the (i.e. student has to apply information &
• Delays judgment so
standards and/or CA relationship of subtask start over if he/she skills to meaningful &
that learners can infer
State Content to targeted content makes too many interesting problem
for themselves if
Standards • 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
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18

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
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Student
19
Outcomes

20. Storyboard Template
Unit #: Interactivity
Lesson ID/Name:
Content Topic:
• This section contains
Learning Objective: – Images, sketches, video, pract
ice problems, etc. are placed
in this section
Context: – Text with attributes & links
– Color schemes for graphics &
multimedia
Challenge: – Lay out & chunking of
information
Activity:
What’s Next? (include the name title of the next storyboard
Feedback: & interactivity) Top
20

21. Interactivity
Unit #:
Lesson ID/Name:
Content Topic:
Learning Objective:
Context:
Challenge:
Activity:
Feedback: Top
21
What’s Next:

22. Sample of a Completed SB
Top
22

23. Overview of Blackboard 9.1
Logging In, Accessing
Courses, Designing & Developing
Courses
Next

24. Login to Blackboard
The Thesys Blackboard admin will provide you with your login name &
password
Login URL: https://fairmontschools.blackboard.com/webapps/login/?action=relogin Top
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25. Accessing the Course
The Thesys Blackboard admin will enroll you in the course or courses
that 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
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26. Course Navigation
Organization, Customization, & File System
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27. Thesys Course Design Elements
1. Student-Centric
2. Built on Common Cores Standards & CA
Content Standards
3. Teacher Customizable
4. Curriculum Integration from OERs (Open
Education Standards)
5. 21st Century Skills Accountability
6. Multiple Learning Strategies & Modalities
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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 http://openstudy.com/
• 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
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29. Renaming the Course Navigation Menu
It is very easy to create the course’s navigation menu. Simply drag & drop to
reorder the menu. You can click on the downward-facing chevron to
rename, hide of delete menu items.
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29

30. Organizing the Course Navigation
Use the up/down “short cut” arrows to reorder the navigation menu
The course menu should not exceed 6-7 items. Use an area
titled “Content” to house the course content—You don’t want
a menu area for every Unit in the course!
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30

31. Collaboration Tools
Discussion Boards, Journals & Wikis
Next

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.
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Source: Blackboard, INC; 2010 32

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
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Source: Blackboard, INC; 2010 33

34. Entering Content Into Blackboard
Text, learning
modules, textbooks, images, files, &
hyperlinks
Next

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
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35

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 the
Box titled “Available to Users” so that students
Can access the Content page
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36

37. Adding Content
The 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. Adding Content
Most 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.
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38

39. Adding Content
With the new content page in place, you will
now have a clean slate on which you can add
text, images, URLs & links to documents.
However, before you begin adding content, it’s
important to understand how the Blackboard
text editor functions.
The next few pages will introduce how to use
the text editor and then explain how to enter
content using the text editor features.
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39

40. Blackboard Editor Tools
There 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 content
The next slides will explain in-depth how each of the three rows can help you with
developing content Top
40

41. Blackboard Editor Tools
The notes & images below explain each component of the text & paragraph
formatting row
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41

42. Blackboard Editor Tools
The notes & images below explain each component of the Format Editor row
This is the “Clear Formatting” button. Use it if You can preview your work at Top
you cut & paste from a word processing software anytime by clicking this icon 42

43. Blackboard Editor Tools
Blackboard integrates several tools that allow you to integrate multimedia files. You
can also load Flash .swf files or integrate YouTube videos, Flikr photos, & SlideShare
presentations.
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43

44. Entering Content Into Blackboard
Type in a title and then enter text into the text editor box. You can use the text editor
toolbar to format the text.
Once you’ve entered content, click “Submit” to save
your work.
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44

45. Entering Content Into Blackboard
You can also embed images or attach files to the content area. Or you can simply create a
link to the file.
Make sure that you always activate the content section and select “Track Number of Top
Views.” 45

46. Learning Modules
One of the most useful tools in Blackboard is the Learning Module tool. You can
create a L/M by returning to the “Build Content” icon in the left-hand corner of the
content page.
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46

47. Learning Modules
Similarly to the other content items in Blackboard, you will need to enter a name
and a description of the learning module you create.
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47

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.
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48

49. Learning Modules
With the basic L/M structure in place, you can now add content items. The process
for adding content to an L/M is the same as adding an “Item.” Click Here if you need
a review
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49

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
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50

51. Assigning Textbooks
From a Content page, click on the “Assign Textbook” icon on the tool bar
Then, enter the 13 digit ISBN, text title, author, or
subject. Top
51

52. Assigning Textbooks
Once you’ve located the textbook, click the submit icon under the textbook image.
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52

53. Assigning Textbooks
Now add a brief description, allow users to view the Content, and enable tracking.
Don’t forget to click “Submit” to save your work.
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53

54. Inserting a Hyperlink
With the text editor open, add text, highlight the text, & then click the globe to
create the url
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54

55. Inserting a Hyperlink
A pop-up window will open. Add the url address, a “Tool Tip,” and check the
“Open link in new window”
Click “Submit” to save
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55

56. Inserting Multiple Hyperlinks
The image below came from a well-designed Biology course which contained
multiple 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
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56

57. Create Your Item
Nothing fancy here, you already know how to
do this
Click “Build Content” then add the item
name, text, etc.
Next, use bullets or numbers to organize
the list
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57

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 properly
Once you’ve accessed your course
files, you can organize multiple
related files into folders.
Single files do not need a folder but
multiple related files should always be Top
placed together into a folder 58

59. Add Hyperlinks
Next, load the files into
your newly created folder.
Now you have to obtain the hyperlink for the uploaded file.
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59

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”
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60

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
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61

62. Add Hyperlinks
4. Right click on the URL
address and then left click
on “Select All”
5. Hold the “Ctrl” key and
simultaneously push the
“C” key
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62

63. Add Hyperlinks
• Now uninstall Internet Explorer from your
computer because it makes copying URL
addresses way too hard (just kidding…sort of)
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63

64. Add Hyperlinks
• Return to the first content item you
created, click “Edit”
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64

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
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65

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
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66

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)
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67

68. Creating Assessments & Surveys
Summative Assessments, Surveys &
Assessment Creation
Next

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
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69

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
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70

71. Creating Assessments
Get started by clicking the chevron on
the “Create Question” icon. Then,
select the appropriate test question
format
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71

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 the
content 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 that
the “Random
Order” box is Top
checked 72

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
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73

74. Creating Assessments
The fourth portion of the assessment section allows you to create feedback.
Providing feedback is not required, however.
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74

75. Creating Assessments
It 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.
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75

76. Creating Assessments
1. Return to the content area where
you want to add the test. Click the
chevron on the “Create Assessment”
icon.
2. Next, select the test which you
want to add.
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76

77. Creating Assessments
3. Now, add a description and set the
test to “Open Test in New Window.”
4. For now, leave this section for the
classroom teacher to complete.
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77

78. Creating Assessments
5. Make sure to include the test
results in the grade center.
Also, make sure that the students
can see their score & the answers
they submitted.
6. A great best-practice tip is to reveal the
test questions “All at Once.” Also, the test
questions need to be randomized.
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7. Click “Submit” to save
78

79. Best Practices
Tips & Tricks for the Course Designer
Next

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
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80

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
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81

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
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82

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
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