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!
2. 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
3. • 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?
4. 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
5. Description of the
course
Objectives
Orientation to
technical elements
Explanation of
grading and
assessment
Description of
communication
expectations
6. 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/
9. 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
16. • 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
18. Advance organizers
and case studies
Similarities and
differences
Essays and mini-
essays
Summarizing and
note-taking
Debates and
collaboration
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19. 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!
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20. 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
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21. 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
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22. • 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.
23. 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
24. Take home exams
Laboratory case
study analysis
Discussion
assessment
Activity
assessment
25. Reach us at:
pncolt@pnc.edu
Twitter and Facebook: @PNCOLT
http://www.pnc.edu/distance for all
workshop notes, links, and training needs
Notas del editor
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
Provide organizing framework to lead students to a coherent conceptual understanding-this organizing framework bundles chunks of the course.
Perhaps have them generate an objective related to Bloom’s taxonomy at each level of Bloom’s taxonomy.
How can this approach lead the student to a broader, conceptual understanding?
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.
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
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
Engage prior learning
Provide structures that support student’s ability to organize knowledge for retrieval
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
From Doolittle, P. (1999). Constructivism and online education. http://www.chre.vt.edu/doolittle/tohe/tohe2.html