unit of instruction - final

8/9/2019 Unit of Instruction - Final

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Designing a Learning Module in Blackboard

Problem Identification

Enrollment figures indicate there is a steadily increasing demand for online courses. In orderfor higher education institutions to remain competitive, they must keep up with emerging technologies, and offer its constituents courses in online formats in addition to traditionalcourses. Consequently, it is imperative that a university provides thorough yet efficienttraining and support for the development of these online courses. Developing a courseonline requires conceptual knowledge of the Learning Management System (LMS) and adeep understanding of its applications to make it successful. Although designing an onlineEnglish course may appear tedious and daunting, especially to instructors unfamiliar withtechnology, its benefits are enormous. Even when offered as a supplement to a traditionalcourse, online courses:

• Promote participation in a collaborative-learning environment• Provide a framework to accomplish course objectives• Document and measure student progress and assessments

Additionally, it is equally significant that online courses be held to the same expectations thatexist in a traditional classroom. The implementation of Best Practices in the online setting isnecessary for online learning to remain a reputable, viable method of instruction.

LearnerEnglish faculty at a higher education institution delivering an Introduction to Literature courseonline.

AimDesign instruction on developing a Learning Module in an online Introduction to Literature course according to commonly accepted Best Practices for teaching online.

Instructor

Launches course to student

Instructor

Designs the rest of the cours

Develops assessment tools

Instructor

Creates login to Blackboard siteDevelops the first learning modul

Administration

Acquires Blackboard license

Makes course available to instructor

Covered in this Unit of Instruction



Reid 2Set Goals• Construct an online course using a Learning Management System (Blackboard)• Understand the best practices used when developing a learning module• Identify student computing skills• Understand Course Tools and their functions in Blackboard• Locate credible links to external resources and ensure they are working • Make the Blackboard site easily navigable• Podcast lectures• Setup effective communication with students• Determine which delivery methods are best for concepts taught• Develop an introductory learning module to deliver content to student• Create a secure login and password

Refine Goals• Develop a Learning Module using best practices• Organize main window in Blackboard to be easily navigable• Understand the concept you are teaching the learner and which method of delivery is most

suitable•

Identify each Course Tool and its function• Develop introductory podcast to student welcoming them to the course• Collect valid documents and external links relevant to the content• Upload syllabus and supplemental documents/links to the appropriate Course Tool• Set virtual office hours• Create a login using a secure password, consisting of alphanumeric letters

Rank Goals1. Develop a Learning Module according to Best Practices for online learning.2. Determine which delivery methods are most suitable for concepts being taught.3. Organize main window in Blackboard to be easily navigable.4. Identify each Course Tool and its function.

5. Collect valid documents and external links to relevant content.6. Upload supplemental documents/links using the appropriate Course Tool.7. Create a login using a secure password consisting of alphanumeric characters.

Second RefinementGoal #2 was dropped because delivery methods and formats are addressed in Best Practices, whichis covered under Goal #1.Goal #5 was dropped because determining the validity of documents is outside the realm of thisunit.

Final Ranking

1. Develop a Learning Module in accordance with Best Practices for online learning.2. Organize main window in Blackboard to be easily navigable.3. Identify each Course Tool and its function.4. Upload supplemental documents using the appropriate Course Tool.5. Create a login using a secure password consisting of alphanumeric characters.



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Learner Analysis

General Characteristics

The learner is an instructor of English in higher education, including males and females whohold a Master’s Degree in English or a related field, having completed eighteen (18) or more

content hours in graduate-level English. There will be four subgroups of this audience:

1. English instructors with experience teaching this course previously 1a. Instructor is familiar with Blackboard1b. Instructor has never implemented Blackboard in instruction

2. English instructors who have not taught this course previously 2a. Instructor is familiar with Blackboard2b. Instructor has never implemented Blackboard in instruction (primary audience)

1a.This learner will bring a large amount of prior knowledge to this lesson, and will findmost of it mundane since it is geared mainly towards less experienced users.

1b.This learner will already have a foundation of the material and content associated withdeveloping the course, but will need formal training regarding the use of Blackboard.

2a.This learner will have a firm grasp of the applications and tools in Blackboard, but willneed to develop appropriate course materials.

2b.This learner is our primary audience because they are starting from scratch. They requireinstruction in designing a Blackboard site, and developing the course materials.

Specific Characteristics

Physical Characteristics• No gender specificity • Age 20 and above

Educational Characteristics• Having completed 18+ graduate English hours• Ability to navigate websites

Psychological Characteristics• Highly motivated• Independent

Specific Competency Prerequisites• Learner knows how to open applications on a computer• Learner understands how to create, save, and open a file in a word processor• Learner knows how to navigate multiple open windows



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Task Analysis – Content Structure

Concepts:LMSCourse ToolsIcons and symbols in BlackboardLearning Module

FilesLinks AssignmentDiscussion Thread

Principles & Rules: An acceptable password in Blackboard is any combination of 4 letters and 2 numbers.Individual Course Tools are represented by a corresponding icon. When uploaded correctly, files are copied from the user’s local machine (C:) to the LMS.Online courses must satisfy the following recommended Best Practices:

1. Learning Modules contain Documents/Links, Discussions, Assignment & Feedback

2. The student must be able to locate course material in 3 clicks or less.3. Include an open forum in the discussion board in which students can post freely 4. Post model assignments in each Module.5. Use a variety of formats/materials to introduce the content in each Module.

Procedures:Uploading a fileInserting a link Creating a discussion threadCreating an assignmentIdentify Course Tools and understand their functions

Interpersonal Skills:Identifying and differentiating between appropriate and inappropriate communication

between instructor and student.Differentiating between adequate and inadequate discussion board posts



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Topic Analysis

I. Learning Management System (LMS) A. Software applicationB. Provides learning platform for teachers, administrators, and students

C. Can be open-source or fee-based1. Example open-source programs include Moodle, Docebo, ATutor2. Example fee-based programs include Blackboard, WebCT

II. Course Tools A. Different tools are represented by an icon within the LMS (see figure below)

Course Tool Icon Function

Calendar Display day, month, year calendar activities

Search Search within the Blackboard site for people and files

Syllabus Instructor may attach his syllabus here

Announcements Allows instructor to create and post messages

Chat Users may chat in real-time

Discussions Section to openly post discussion topics and threads

Mail Communication tool for enrolled users

Roster Provides member profiles and contact information

Who’s Online Displays users currently logged into the site

Assessments Instructor may add quizzes, surveys, and tests here

Assignments Instructor may create and distribute assignments Goals Instructor may state goals and objectives here

Learning Modules Folders for organizing and delivering content and files

Local Content Displays content on the user’s local computer

Media Library Storage space for user to compile audio and video files

SCORM Module Allows instructor to import external files and images

Web Links Compiles a list of hyperlinks and URLs

My Files File management tool for users

My Grades Allows users to view their recorded grades

My Progress Tracks student progress in the course

Notes User may take notes and store in this course tool



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III. Learning Module A. Folder used for organizing content

1. There are two basic ways to setup modules:a. Weekly Learning Modules – provides the content for that week b. Topic Learning Modules – “Chunking” groups content by topic

2. Students may access the Modules at any point to retrieve materials

B. Modules must include the following components: Documents, Links, Discussion Thread, an Assignment, and Feedback

1. Documentsa. For example: Handouts, articles, PowerPoints, graphic organizers

2. External Linksa. For example: Websites for online etiquette, MLA and APA format

3. Discussion Threada. For example: Questions on reflection or response to material

4. Assignmenta. For example: Quizzes, tests, writing samples, final projects

5. Feedback

a. For example: A survey asking for student input about the course

IV. Files A. Electronic packet of informationB. Classified by their extension

1. The extension denotes the file type, and the program type needed to open it.a. .doc – text file, opens with Microsoft Wordb. .ppt – Powerpoint presentation, opens with Microsoft PowerPointc. .jpeg – picture filed. .wmv – audio filee. .mov – video file requiring Apple Quicktime to view

f. There are many more in addition to these common file extensionsC. Common terminology associated with files is as follows:

a. “open the file”b. “download the file”c. “upload the file”

D. Range in size1. Measured in:

a. Biti. Either a value of 0 or 1

b. Bytei. 8 bits

c. Kilobytei. 1,024 bytes

d. Megabytesi. 1,024 kilobytes

e. Gigabytesi. 1,024 megabytes

f. Terabytesi. 1,024 gigabytes



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V. Links A. Connection from one website to another.B. Also known as “hyperlink,” or “weblink.”C. Is commonly denoted in blue font

a. For example: www.odu.eduD. The implied prefix for an external link is http:// but is not necessary

E. Links may be opened in one of three ways:a. Open link in new window

i. Linked website opens in a separate window b. Open link in a new tab

i. Linked website is tabbed at the top of the open window ii. For navigational purposes, this is the preferred method

c. Open link in same window i. Linked website replaces the currently opened website

VI. Discussion Thread A. Forums in which site users can post and view responses to topic questions

B. There are three versions for creating a discussion forum:a. Threadedi. Most commonly used methodii. Hierarchical structure of post and reply messaging

b. Blog i. Freer, non-restrictive structure of post and reply messaging

c. Journali. Private messaging with instructor through a compilation of posts



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Task Analysis

(1) Accessing the Blackboard URL To access the Blackboard website, visit https://ncvista.blackboard.com

1. Select UNC Wilmington

2. Click “Log In”

(2) System RequirementsBlackboard requires your computer to have certain requirements for its applications.

1. For compatibility requirements, click “Check Browser” on the Blackboard loginpage.

a. This produces a report that tells which, if any, adjustments need to bemade on your computer.

2. Verify Java Runtime Environment is installed and working properly. This is adefault application on most computers.

a. If you do not have Java Runtime Environment, it is downloadable for

free at: http://www.java.com/en/download/manual.jsp3. Verify that your pop-up blocker is not preventing applications from opening in

Blackboard.a. For Mac OS users:

i. Open Safari and click on the Safari tab at the topii. Confirm the option Block Pop-up Windows is not checked

b. For PC users:i. Open Internet Explorer and click on Tools ii. Select Pop-up Blocker and make sure it is not activated

(3) Creating a Login

The university assigns you a default username.1. Your username is nb_lastnamefirstinitial a. For instance:

i. Joe Smith = nb_smithjii. Wendy Jones = nb_jonesw

You must create a secure 6-digit password.1. The password must contain 4 lowercase letters and 2 numbers, in any order.

a. Acceptable passwords:i. ella21, 5jose7, co23mp

b. Unacceptable passwords:i. ELLA1, joseph68, 123456, password

(4) Determining Site Content What content is necessary to your learning module?

1. Determine what content is going to be covered in the modulea. For the purpose of explaining this unit:

i. A Learning Module teaching literary elements that uses John Updike’sshort story “A&P.”



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2. List materials the learner will need to understand the contenta. For instance, the learner will need:

i. A short story: “A&P” by John Updikeii. A link to the text for the short story:

http://www.tiger-town.com/whatnot/updike/

iii. A document explaining literary elements and their definitions Appropriate examples: PowerPoint, podcast, Word document

iv. An area to respond to questions about literary elements v. An assessment to show understanding of literary elements

3. Now, group these items according to categories with higher-level similaritiesa. For instance, into each of the following components:

i. Introductory Documents and Materialsii. External Linksiii. Discussionsiv. Quiz & Assessment

(5) Creating a Learning Module You are designing the Learning Module for your students

1. On the left side of the screen select “Learning Modules”2. Click “Create Learning Module”

a. Give the Learning Module a titleb. Click “Save”c. Your Learning Module will appear as:

(6) Uploading Course Documents and External Links1. Click on the name of your Learning Module2. To upload a file from your flash drive:

a. Select “Add File”b. Then “Browse for Files”c. Once the dialog box opens:

i. Search on your flash drive, select “Removable Disk”ii. Select the desired file, then “open”iii. The file appears in the “browse” dialog box

iv. Select “attach”

3. A sample of materials that should be included in this module is:a. Document explaining definitions of literary elementsb. Sample short stories that highlight use of literary elementsc. PowerPoint highlighting the usage of literary elements

4. A sample of external links that should be included is:a. A link to the short story



Reid 10b. Supplemental websites that demonstrate applications of literary elementsc. Live Tech Support - http://uncw.edu/itsd/help/livesupport.html

5. Verify that everything you listed earlier is uploaded or linked to module

(7) Creating a Discussion ThreadIn addition to uploading files in the Learning Module, you are creating a discussion thread to

have students respond to the initial presentation of the material.

1. To create a discussion thread:a. Select “Add Content Link”b. Then click “Discussions”c. Create a Discussion Topic using one of the following forms:

i. Threaded topic – traditional post and reply messaging ii. Blog topic – collaborative blog space for posting entriesiii. Journal topic – this writing is private with the instructor

d. Give the Discussion Topic the title, “Literary Elements”i. In the instructions box, describe your expectations for this thread

ii. Develop questions on literary elements in the short story “A&P”

(8) Assessing the student To check that students read understand the content, they are writing a short story thatexhibits each of the literary elements. It does so by highlighting the individual elementsthroughout the short narrative.

1. To create an assignment:a. Select “Assignments”b. Then click “Create Assignment”c. Give it the title “Literary Elements”d. Write your expectations for this assignment under “Description”

d. Save2. Enter the desired due date3. Click “Save”

(9) Feedback According to Best Practices for online teaching, you should allow the opportunity for studentfeedback in every module by giving them a platform in which they can freely express theirthoughts and opinions about the course.

1. Develop a short survey or questionnaire to collect feedback from students.a. On the left hand side of the Blackboard screen, select “Assessments.”

b. Select “Create Assessment.”c. Give the survey a title, and click the button next to “survey” under “Type.”d. Click “Save and Add Questions.”e. Select “Create Questions” and choose from the list of options:

i. calculated, combination, fill-in-the-blank, jumbled sentence,matching, multiple choice, paragraph, short answer,true/false.



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2. Develop questions that will enhance this module for future studentsa. For example:

i. What was helpful about this Learning Module?ii. What did you not understand in this Learning Module?iii. What are some suggestions to improve this Learning Module?

iv. A section for general comments

Preinstructional Strategies – Overview

You are developing an online Introduction to Literature course at a 4-year university. Too often, technology is viewed as a distraction for the student because, when poorly designed, it can cause friction between the learner and the content being delivered. Thisfriction may hinder the student’s academic achievement. The intention of this unit is toprovide you with the tools necessary to provide the learner with an easily navigable course ina Learning Management System, and, ultimately, to reduce the friction between the learnerand the content. By the conclusion of this lesson, you will have constructed the first learning module for your course site in accordance with common Best Practices strategies. This willserve as the template for the development of the rest of your course in the Learning Management System: Blackboard.

Of the four pre-instructional strategies: Pretests, Objectives, Overview, and Advance

Organizers, the Overview provides the most comprehensive introduction to the purpose of the unit, and is the most direct in introducing central themes. I chose not to use Pretestsbecause most learners are not going to possess prior knowledge of the content. TheObjectives strategy has not been proven to be an effective method, thus eliminating thatoption. Lastly, an Advance Organizer is not an appropriate strategy for this unit because itaddresses more facts than concepts, and this unit is heavily reliant upon concepts and rules.



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Objectives

• Given instruction on developing a Learning Module using Best Practices, the learner will develop objectives to be accomplished in the Learning Module with 100%accuracy. (application/concept)

• Given a list of requirements, the learner will update his computer to meet the systemrequirements to operate Blackboard with 100% accuracy. (application/procedure)

• Provided a blank Blackboard course site, the learner will arrange the Blackboard siteso that all information is accessible within three (3) clicks of the mouse.(application/principle)

• Given a list of course tool icons, the learner will match the icon in Blackboard withthe correct course tool with 100% accuracy (recall/fact)

• Given instruction on how to develop a learning module, learner will demonstratehow to develop sequential modules with 100% accuracy. (application/procedure)

• Provided a Blackboard site and a file, the learner will demonstrate the process of uploading files and external links using the appropriate course tool in Blackboard with 100% accuracy. (application/procedure)

• Given the Blackboard guidelines, the learner will distinguish between acceptable andunacceptable alphanumeric passwords with 100% accuracy. (application/concept)

• Given the framework in Blackboard, the learner will create an assignment to assessthe concept of literary elements with 100% accuracy. (application/procedure)

• Upon completion of the unit, the learner will compare his site to a checklist for bestpractices for developing an online course with 100% accuracy . (application/procedure)

• Given information on best practices for developing an online course, learner willdevelop an appropriate learning module with 100% accuracy. (application/rule)

• Given a sample Learning Module, learner will evaluate whether or not the moduleaccomplishes best practices standards for developing an online course with 100%accuracy. (application/principle)



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Objectives and Presentation Strategies

Objective 1:

Given a list of example usernames, the learner will deduce the rule for developing ausername with 100% accuracy (application/rule).

Initial Presentation:_______________________________________________________ Learner is provided with a list of users’ first and last names, and their corresponding username in Blackboard.

John Smith = nb_smithjCarolyn Patterson = nb_pattersoncDarryl Brown = nb_brownd

George Jamison = nb_jamisong Harry Johansen = nb_johansenh

Generative Strategy:______________________________________________________ Eg-Rule, organizational strategy: Show the learner examples of user first and last names andtheir corresponding username in Blackboard. Ask the learner to state the rule.

Now that you have seen the examples put to practice, what is the rule that determines yourusername?

Test Item:_______________________________________________________________ The learner will complete a 2-column table listing five acceptable examples of a person’sname or an example username as per the rule they stated earlier.

User’s First & Last Name Username Joanne Hunnicutt

nb_jerrisonf Derek Jones

Pamela Carey nb_sperryr



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Objective 2:Given the guidelines for creating a password in Blackboard, the learner will distinguishbetween acceptable and unacceptable alphanumeric passwords (application/concept).

Initial Presentation:_______________________________________________________ Explain the concept of an appropriate alphanumeric password as being any 6-digitcombination of four lowercase letters and two numbers. Show examples and non-examples.

“An acceptable password for a Blackboard user must contain a total of 6 digits, and must beany combination of 4 letters and 2 numbers.”

Acceptable: ella42, 7smit6, hr45ty Non-acceptable: ellas1, 123456, derek54

Generative Strategy:______________________________________________________ Provide the learner with a list of acceptable and non-acceptable passwords and have thelearner circle appropriate passwords.

Test Item:_______________________________________________________________ The learner will list five examples of acceptable alphanumeric passwords for Blackboard.

Circle the passwords that are acceptable for Blackboard users.

turn12 fitzy6 tera1 4tilm3 dary00

1*rtys alan489 11smoi 0t0yu to6w8n



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Objective 3:Given a list of scenarios in a Blackboard setting, the learner will select the appropriateCourse Tool to use for each scenario with 80% accuracy (application/principle).

Initial Presentation_______________________________________________________

Present the learner with a table demonstrating the Course Tool and its function. Giveexamples of when certain Course Tools would be applied most appropriately.

Generative Strategy:______________________________________________________ Learner is provided with several scenarios in which they have to select the correct Course Tool. They will also need to provide an explanation as to why they chose that tool.

Test Item:_______________________________________________________________ Learner is given five different scenarios and asked which Course Tool would be most

appropriate to solve the problem.

Scenario #1 You receive an email from a student named Sara. She would like to know her currentaverage in the course, and if she has been given any 0’s for incomplete or missing work. To what Course Tool could you direct Sara to answer these questions? Why?

Scenario #2 You wish to post a topic about this week’s reading. You would also like for the students inthe class to respond to at least one other classmate’s posting. Which Course Tool would best

accomplish this? How?

Scenario #3 You would like to create an entire folder dedicated to MLA Format. You wish to adddocuments explaining MLA Format, a sample paper that uses MLA Format, and an externallink to the Modern Language Association website. Which Course Tool is most appropriateand why?

Scenario #4 You are assigning the class to work on a project in groups. In order to assist them withcontacting one another, you would like to provide them with the email addresses of their

group members. Better yet, you could direct them to which Course Tool?

Scenario #5 You would like for your students to compose a narrative essay in which they identify literary elements in the story. Where would you post the criteria for the assignment, and where would the student go to submit it?



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Objective 4: The learner will demonstrate the process of uploading files and external links using theappropriate course tool in Blackboard (application/procedure).

Initial Presentation:_______________________________________________________

Show the learner, through pictures, the process of selecting and uploading a file and externallink to Blackboard.

Generative Strategy:______________________________________________________ Step 1: Learner is asked to paraphrase the steps in order to upload a file and external link tothe Blackboard site.Step 2: Learner then demonstrates the procedure by uploading a file and an external link tothe Learning Module.

Test Item:_______________________________________________________________ The learner will demonstrate how to upload one file and one external link to their Learning

Module.



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Objective 5: The learner will demonstrate the process of creating a Discussion Thread using theappropriate course tool in Blackboard (application/procedure).

Initial Presentation:_______________________________________________________ Show the learner, through pictures, the process of creating a discussion thread inBlackboard.

Generative Strategy:______________________________________________________ Step 1: Learner is asked to paraphrase the steps to create a discussion thread.Step 2: Learner then demonstrates the procedure by creating the discussion thread andadding discussion posts in their Learning Module.

Test Item:_______________________________________________________________ The learner will demonstrate how to create a completed discussion thread in their Learning

Module in Blackboard.



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Objective 6 The learner will demonstrate the process of creating an assignment using the appropriate

course tool in Blackboard (application/procedure).

Initial Presentation:_______________________________________________________ Show the learner, through pictures, the process of creating an assignment in Blackboard.

Generative Strategy:______________________________________________________ Step 1: Learner is asked to paraphrase the steps in order to create an assignment.Step 2: Learner then demonstrates the procedure creating the assignment and adding it totheir Learning Module.

Test Item:_______________________________________________________________

The learner will demonstrate how to create and assignment and add it to their Learning Module.



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Objective 7: The learner will demonstrate how to create a feedback survey using the appropriate course

tool in Blackboard (application/procedure).

Initial Presentation:_______________________________________________________ Show the learner, through pictures, the process of creating the feedback survey and posting it in the Learning Module.

Generative Strategy:______________________________________________________ Step 1: Learner is asked to paraphrase the steps necessary to create the feedback survey andadd it to the Learning Module.Step 2: Learner then demonstrates the procedure by creating the feedback survey andcorrectly adding it to their Learning Module.

Test Item:_______________________________________________________________ The learner will demonstrate how to create a feedback survey and post it in their Learning Module.



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Objective 8:Given a screenshot of a Learning Module, learner will evaluate whether or not the moduleaccomplishes Best Practices standards for developing an online course. (application/principle)

Initial Presentation:_______________________________________________________ Learner is presented with a sample Learning Module and with a list of best practices fordeveloping an online course.

Generative Strategy:______________________________________________________ Have the learner complete a rubric evaluating the Learning Module as per Best Practicesstandards.

Test Item:_______________________________________________________________ Learner will answer a short answer question asking whether the sample Learning Modulemeets best practice standards, why or why not? What, if any, concepts are missing?



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Objective 9:Given information on Best Practices for developing an online course, learner willdemonstrate how to develop sequential modules with 100% accuracy (application/procedure).

Initial Presentation:_______________________________________________________ Learner is presented with screenshots of a finished course in Blackboard and is provided a

rubric with which he will be assessed.

Generative Strategy:______________________________________________________ Learner will paraphrase the Best Practices associated with developing a Blackboard course,and the steps necessary to design a new Learning Module. They then complete a new module and compare it against a checklist of necessary components and requirements.

Checklist Yes NoMy Learning Module is organized well, and everything in it is easily accessible. All of my content in the Module is accessible within three mouse clicks.I have included each of the five necessary components:

DocumentsLinksDiscussion Thread(s) Assessment(s)Feedback Survey

There is variety in the presentation of my materials (i.e. different formats).I include an open forum in the Discussions section for student questions.

Test Item:_______________________________________________________________ Learner will demonstrate how to create a Learning Module in Blackboard. The finishedproduct is then assessed using a rubric.

Rubric for finished Learning Module

Criteria (1) Insufficient (2) In Progress (3) Excellent

NavigabilityContent is missing, or

hard to access.

Some, but not all,content easily

accessible

All content is able to belocated within three clicks of

the mouse

ComponentsModule is missing twoor more components

Module is missing one component

All components present:Documents, Links,

Discussion, Assessment, &

Feedback

VarietyNo variety in

presenting information

Lack of variety inpresenting

information

Learner is presentedinformation in a variety of

formats

Open Forum There is not an openforum available in the

Discussion Thread-

An open forum Discussion Thread is available in the

Learning Module

Model AssignmentNo model assignmentis posted anywhere inthe Learning Module

- A model assignment is posted

in the Learning Module forstudent reference



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Sequencing Content – Sophistication

Because the unit begins with teaching more basic, procedural tasks such as accessing theBlackboard site, and understanding how to upload a file, the sophistication phenomenon

under Concept-related sequencing was chosen. The unit progresses from basic proceduraltasks and identification of tools to developing a coherent, effective Learning Module thatsatisfies the learner’s objectives. The learner must first understand concrete facts such as theCourse Tools and their functions, before he can apply them effectively to his Learning Module. An abstract application of best practices in developing an online course inBlackboard is necessary for the unit to be successful.

Formative Evaluation

Audience The target audience receiving the results from the summative evaluation will be coursedesigners, course administrators and Subject Matter Experts for review of the content.

IssuesHave the objectives in the unit been satisfied?How long does it take the average learner to complete the unit of instruction?Does the readability of the unit correspond with the learner?

ResourcesSubject Matter Experts, learners/trainees, physical equipment, copies of all materials.

EvidenceIn order to draw conclusive evidence and results from the evaluation, the following must betaken into consideration:

• sample size of leaners• accuracy of evaluations• influential outside variables

Data-gathering Techniques

The recommended data-gathering techniques are surveys, informal interviews, and theassessment of the final product.

Analysis The data may be analyzed using descriptive and inferential statistics, and may be documentedusing histograms, scatter plots, and bar charts.

Reporting A final report document will be developed in order to increase readability of the findings.



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Learner Evaluation

Date: _____________, 20___

Course: _____________ Name: __________________

Your current job title: ______________________________________________________ Reason for taking this course:________________________________________________

On a scale of 1-5, rate: Poor Good Excellent The organization of the course 1 2 3 4 5 The clarity of information presented 1 2 3 4 5 The relevance of the material to you 1 2 3 4 5 The difficulty of the material covered 1 2 3 4 5

The level of understanding upon completion 1 2 3 4 5

Check all that apply:

This course was: ___ Useful ___ Helpful ___ Unorganized ___ Boring ___ Confusing ___ Clear ___ Difficult ___ Simple ___ Lengthy ___ Insightful ___ Unnecessary ___ Valuable ___ Constructive ___ Impractical ___ Required

What new information did you learn?

What changes would you make to this course?

In the provided space below, please give any additional comments/suggestions you have:



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SME Evaluation

Date: _____________, 20___ Course: _____________ Name: __________________

Current job title: ______________________________________________ Reason for taking this course: ____________________________________

How long have you been with your employer? (Circle one)less than 1 year 1-2 years 2-5 years 5 or more years

Rate the following questions using 1 – Strongly Disagree2 – Somewhat Disagree3 – Neutral

4 – Somewhat Agree5 – Strongly Agree

1. This course satisfied all the objectives it set forth ________ 2. The content in this unit was easy to understand _________ 3. The steps in the unit were logical and coherent __________ 4. The images were helpful in understanding content _______ 5. I would recommend this course to a learner ____________

Please use the space below to offer any comments or suggestions you believe would improvethe course:

What is positive about the unit?

What is negative about the unit?



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Module DesignDesigning a Successful Learning Module in Blackboard

Date:November 30, 2009

Prepared By: Alan Reid

E-mail:[email protected]

Phone:(910) 465 2332

Address:339 Okeechobee Rd. Wilmington, NC 28412



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Table of Contents

Meeting System Requirements for Blackboard ………………………5

Creating a profile …………………………………………………….7

Tools of the Trade …………………………………………………..9

Determining the materials for your site ……………………………..11

Creating the Learning Module ……………………………………...12

Uploading course documents and external links ……………………13

Creating Discussion Threads ……………………………………….16

Creating an assignment in Blackboard ……………………………...18

Asking for Feedback ……………………………………………….20

Unit Test …………………………………………………………...22



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In 2008, over 4.6 million students enrolled in at least one online course,

an increase of 20% from 2007. 1

With annual enrollment figures growing exponentially, online learning is becoming a highly

respected, predominant source for education, and financially viable resource for higher

education. Consequently, demand for online instructors is increasing. Although most

Learning Management Systems, such as Blackboard and Moodle, are progressively more

user-friendly with every version, it takes a deep understanding of the platform and its

applications before it can be successfully implemented into a course.

Far too often, technology in education is misconstrued as being a distraction for the learner.

But, when constructed properly, an online course can promote student achievement while

fostering skills in technology simultaneously.

In this unit, you will be developing a Learning Module in Blackboard for an online

Introduction to Literature course. It will equip you with the tools necessary to design an easily

navigable site that satisfies commonly accepted Best Practices for online teaching. The

Learning Module you are building in this unit will serve as the template and the cornerstone

on which the rest of your course in Blackboard will be founded.

1 Clionsky, Brian. (April 11, 2009). Why Blackboard Looks Smart. Seeking Alpha. Retrieved from

http://seekingalpha.com/article/130473-why-blackboard-looks-smart.



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Why Should I Use a Learning Management System?

A Learning Management System (LMS) is a software application that provides a learning

platform for teachers, administrators, and students. It is a source for communication,

organization of course materials, and evaluation. Learning Management Systems are either

open-source (free), or fee-based. The most common fee-based program used in highereducation is Blackboard.

There are numerous advantages to using Blackboard. This unit is aimed at improving the

development of the architecture of the Blackboard course, namely, the anatomy of the

Learning Module. Learning Management Systems can be used in two ways: as a supplement

to a traditional course, or as the platform for an entire online course.

Let’s Begin Your university has purchased a license to use Blackboard. You are teaching an online

section of an Introduction to Literature course. You have 22 students. Go.

Many times, instructors are just assumed to know how to launch a successful course in

Blackboard. More importantly, they are expected to develop effective, valuable courses that

offer equal, if not greater than, instruction that the traditional classroom learner experiences.

The truth is, however, online instruction takes a great deal of organization, planning, and

thoughtfulness to be effective. There are commonly accepted principles for designing an

effective Blackboard course, referred to as “Best Practices.” Throughout this unit, you will

see sections denoted with a lightning bolt. These notes indicate an important strategy that

should be applied to your Blackboard site because it is an accepted Best Practice.

Promotes student collaboration

Documents student progress

Provides real-time interaction

Unlimited student access



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Meeting the Requirements

To begin, access the Blackboard server for our university system by typing

https://ncvista.blackboard.com in the address bar. The following screen will appear.

Next, select “UNC Wilmington.” You are directed to the login page. Click “Login” to see

the screenshot on the next page. Now, it is time to determine whether or not the computeron which you are working is compatible with the requirements to run Blackboard. This is

essential because if your computer is not configured to operate Blackboard, it will disallow

different components of the program.



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To check the compatibility of your system, select the “Check Browser” button. This will

automatically run a diagnostic of your computer and tell you which, if any, components are

not configured for Blackboard. It will also give you a step-by-step procedure of alleviating

any issues with compatibility you may have.

To operate Blackboard, your computer should have Java Runtime Environment installed.

This application is default on most computers, but if you are missing the program, it is

downloadable for free at

http://www.java.com/en/download/manual.jsp

Additionally, you must verify that pop-up blockers are not inhibiting Blackboard in any way.

If you are using a Mac: Open Safari, click the “Safari” tab, and verify the blocker is off.

If you are using a PC: Open Internet Explorer, click “Tools,” and verify the blocker is off.



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Creating A Profile

As a faculty member, you are automatically issued a default username for Blackboard. You

do, though, create a unique and private alphanumeric password for your account. The

following stick figures2 are each given a name and their corresponding username for

Blackboard. Can you identify the pattern?

1. 2. 3. 4. 5.

1. John Smith = nb_smithj2. Carolyn Patterson = nb_pattersonc

3. Darryl Brown = nb_brownd

4. George Jamison = nb_jamisong

5. Harry Johansen = nb_johansenh

YYoouu rr TTuu rr nn

Given the above examples, can you state the rule that is used to identify Blackboard

usernames?

________________________________________________________________________ ________________________________________________________________________

What is your username? _______________________

2 image retrieved from http://www.how-to-draw-funny-cartoons.com



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Developing an Alphanumeric Password

It is up to you to create a profile and a secure password so that you may access your account

from any computer. Since Blackboard operates on a web browser, it does not anchor its

users to any one specific location. Isn’t that great?

To access Blackboard, you must create an alphanumeric password that is unique to your

account. The guidelines in Blackboard state that an acceptable password will consist of six

digits altogether: four (4) lowercase letters and (2) numbers, in any order.


Given the list below, circle the appropriate passwords that will pass Blackboard guidelines.

123456 987cate 1800fr 32john e7yu8h

abc123 ella27 1bell1 sanf49 uyrt654

abcd12 ghty5y uity68 benga7 dogg89

Write your password here: _______________

*Remember, passwords are private information. Keep this sheet only for reference purposes.



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Tools of the Trade

Within Blackboard, there are twenty-one applications, which are referred to as Course Tools.

Each tool has a different function and a different icon to represent it. The icon often

associates the tool with its functionality. For example, the Calendar tool is represented by a

picture of a table grid; the Mail tool is symbolized by an envelope; the Chat tool is a callout.

Course Tool Icon Function ExampleCalendar Display day, month, year calendar activities To monitor the agenda, due dates

Search Search within the Blackboard site forpeople and files

To search for a lost file

Syllabus Instructor may attach his syllabus here To find information about the course

Announcements Allows instructor to create and postmessages

To communicate with students

Chat

Users may chat in real-time To communicate with students/peerDiscussions Section to openly post discussion topics

and threads To post open or closed discussiontopics and responses

Mail Communication tool for enrolled users To communicate with students

Roster Provides member profiles To view classmate information

Who’s Online Displays users currently logged into the site To see who is currently online

Assessments Instructor may add quizzes, surveys, andtests here

To assess learning through a variety of medium

Assignments Instructor may create and distributeassignments

To assign work with a specified duedate to students

Goals Instructor may state goals and objectiveshere To relay objectives of the course

Learning Modules Folders for organizing and delivering content and files

To organize material & coursecontent

Local Content Displays content on the user’s localcomputer

To view files on local computer

Media Library Storage space for user to compile audio and video files

To store audio/video files

SCORM Module Allows instructor to import external filesand images

To import external material

Web Links Compiles a list of hyperlinks and URLs To organize a list of external links

My Files File management tool for users To organize files into categoriesMy Grades Allows users to view their recorded grades To allow student to see grades

My Progress Tracks student progress in the course To allow student to see progress

Notes User may take notes and store in thiscourse tool

To take notes

Figure 1.1 A description of Blackboard’s Course Tools, their icons, functions, and example.



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Getting the Content

So far, you have successfully logged in, created a user profile, and learned the “tools of the

trade.” Now it is time to personalize your course site to fit your needs. We will be creating a

Learning Module for an Introduction to Literature course. Specifically, it will introduce and

focus on literary elements by analyzing a short story by John Updike: “A&P.”

Best Practices Alert!

A successful and effective Learning Module will have five components to it: Documents,External Links, Discussion Topics, Assignment and Feedback . The ordering of yourLearning Module should begin with the initial presentation of the material to the learner(Documents, Links), an activity that engages the learner (Discussion Topics), an assessmentof the learner’s newly acquired knowledge, and an option to provide feedback on the module.


Under each section below, list examples of materials that you would like to include in your

Leraning Module to implement this lesson on literary elements.

Documents - include files such as Word documents, pdf files, and PowerPoints ________________________________________________________________________

________________________________________________________________________

External Links - are any websites you would like to include in your lesson as a supplement ________________________________________________________________________ ________________________________________________________________________

Discussion Topics - are ways to get students to participate by responding to questions ________________________________________________________________________ ________________________________________________________________________

Assignments - can include quizzes, a writing assignment, or a final project ________________________________________________________________________ ________________________________________________________________________

Feedback - questions that give the learner the opportunity to relay hisattitude towards the effectiveness and execution of the Learning Module.

________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________



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Creating the Learning Module

A Learning Module is a folder in Blackboard that delivers content and information to the

learner. There are two common methods used when designing Learning Modules in

Blackboard: Weekly topics, and Chunking. Learning Modules that group course material into

weeks of the semester uses the first method. Chunking is when “chunks” of material are

grouped into a Learning Module and delivered that way. For this unit, we are going to be

chunking the information into a Learning Module on literary elements.

1. Click on “Learning Module” on the left hand side.

2. Select “Create Learning Module.”



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Uploading your Material

Your Learning Module has been created, and you have already outlined the material you

would like to include in the module under the “Getting the Content” section on the previous

page, now it is time to upload the information to the site. You will first upload Documents

and External Links to the Learning Module, and then you will develop the Discussion

Thread, Assignment, and Feedback.

The following images demonstrate the steps to upload a file to your Learning Module.

1. Select “Browse for Files” under the“Add File” button.

2. In the dialog box, choose the from its location on your compuClick “Open.”

3. Your file now appears in theLearning Module



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The following series of images demonstrates the steps to upload an external link to your

Learning Module.

The processes to upload a file or an external link are very similar and are unchanging. In

order to add additional documents and links, repeat the steps outlined above.

1. Select “Add Content Link.” In the new window, roll the mouse over “Web Link”and select “Create Web Link.”

2. Give your link a titlein the Title box.

3. Type the address of the link in the Web Address (URL) box.

4. Click Save.



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In the space provided, paraphrase the steps necessary to upload a file such as a PowerPoint. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

In the space provided, paraphrase the steps in order to upload the link <www.google.com> ________________________________________________________________________ ________________________________________________________________________

________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

Now, in your Learning Module, upload one document and one external link.


Include a variety of documents in your Learning Module so that the material is engaging toyour students. Do not just upload a bunch of Word documents. Include PowerPoints with

pictures, short videos, web clips, and even audio samples such as podcasts to diversify theformat of the instructional content.



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Creating the Discussion

You have uploaded the documents and links to material you would like your students to use.

Now it is time to develop a discussion thread to engage online learners in a conversation

about the use of literary elements in the selected short story “A&P” by John Updike.

In order to accomplish this, you will use the Discussions Course Tool, and creating one is

very similar to uploading an external link, which you have already done.

1. Select “Add Content Link.” Roll themouse over “Discussions” then select“Create Discussion Topic.”

2. Choose from 3 types of threads: Threaded: Users post and reply to each otherBlog: Users collaborate on one topic/theme Journal: Private messaging between user andinstructor

3. Give the discussion thread a title.

4. If desired, assign the discussion apoint value. Then select “Save.”



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In your own words, paraphrase the steps involved in creating a Discussion Thread. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

Now, in your Learning Module, create a Discussion Thread.


In the Learning Module, you should always include one “open forum” Discussion Thread.In the open forum, students can converse about things related to the material, and ask questions that may not necessarily be addressed in the content-related Discussion Thread. This gives the student a voice in an online setting.



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2. Give your assessment a tiIf desired, provide adescription of the assignmen

Creating the Assignment

At this point, you have uploaded files and external links, and created a discussion thread to

engage the learner in a conversation about the material in your Learning Module. In order to

gauge whether learning has taken place, you will need to assess the student. An assessment

can be done using a variety of methods in Blackboard. You could administer an exam or

assign a project-based evaluation. For this example, let’s say you are asking the students to

write a short story of their own, highlighting the individual literary elements that were

learned earlier in the Learning Module.

1. On the left hand side, under Course

Tools, select Assignments. Then click “Create Assignment.”

3. Give your assignment a duedate. An option is to disallow latesubmissions. Click “Save.”



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In your own words, paraphrase the steps involved in creating an assignment. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

Now, in your Learning Module, create an Assignment for your learner.


It is a common Best Practice to include a model assignment to serve as a reference modelfor the student. To ensure your students meet your expectations for the quality of theassignment, a sample from a previous class should be posted. If you do not have student work from a previous class, it is recommended that you complete a model assignment.



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Asking for Feedback

According to Best Practices for teaching online, the learners should be provided with

multiple chances to provide their feedback or express their concerns. Therefore, it is

recommended that an optional feedback survey or short questionnaire be provided in each

Learning Module. The following images demonstrate the method for creating a feedback survey.

1. Select “Create Assessment”from the home screen

2. Give the survey a title

3. Select “Do not baon an existing assessment” and clic“Save”

4. Choose the type of question you willuse from the Create Questions pull downmenu. The short answer is mostcommonly used for feedback.

5. Give the question a title, and type thequestion text in the box provided.Click “Save”



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Wrapping it Up

At this point, you have developed all of the necessary components for a successful Learning

Module in Blackboard. You have included documents and links, you created a discussion

thread and an assignment to evaluate the learner, and you have provided an optional

feedback survey to receive input on your course. Additionally, you have been introduced to

common Best Practices throughout the instruction. These Best Practices are guidelines to

follow in subsequent Learning Modules, and imperative to the success of your course. In the

space below, re-write the five Best Practices strategies for teaching online.

1. __________________________________________________

2. __________________________________________________

3. __________________________________________________

4. __________________________________________________

5. __________________________________________________

Looking at your completed Learning Module, use this checklist to evaluate your work.

Checklist Yes NoMy Learning Module is organized well, and everything in it is easily accessible. All of my content in the Module is accessible within three mouse clicks.I have included each of the five necessary components:

DocumentsLinksDiscussion Thread(s) Assessment(s)Feedback Survey

There is variety in the presentation of my materials (i.e. different formats).I include an open forum in the Discussions section for student questions.

Along with completing the final assessment, please allow the proctor to view your finished

Learning Module for grading. Your final grade will be a combination of an evaluation of the

Learning Module you created, and the results of the following test. Additionally, please take

the time to complete the attached review so that we may improve this course in the future.



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Final Assessment

Name: _______________ Date: __________________

Give this portion of the exam to the proctor before leaving.

1. In the table below, fill in either the person’s username, or an acceptable first and lastname, as per the rule for creating a profile.

User’s First & Last Name Username Joanne Hunnicutt

nb_jerrisonf Derek JonesPamela Carey

nb_sperryr

2. List five examples of acceptable passwords for a Blackboard user.1. ____________________ 2. ____________________ 3. ____________________ 4. ____________________ 5. ____________________

3. For each of the five scenarios, determine which Course Tool would be most appropriatein that situation.

Scenario #1 You receive an email from a student named Sara. She would like to know her currentaverage in the course, and if she has been given any 0’s for incomplete or missing work. To what Course Tool could you direct Sara to answer these questions? Why?

________________________________________________________________________ ________________________________________________________________________

Scenario #2

You wish to post a topic about this week’s reading. You would also like for the students inthe class to respond to at least one other classmate’s posting. Which Course Tool would bestaccomplish this? How?

________________________________________________________________________ ________________________________________________________________________



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Scenario #3 You would like to create an entire folder dedicated to MLA Format. You wish to adddocuments explaining MLA Format, a sample paper that uses MLA Format, and an externallink to the Modern Language Association website. Which Course Tool is most appropriateand why?

________________________________________________________________________ ________________________________________________________________________

Scenario #4 You are assigning the class to work on a project in groups. In order to assist them withcontacting one another, you would like to provide them with the email addresses of theirgroup members. Better yet, you could direct them to which Course Tool?

________________________________________________________________________ ________________________________________________________________________

Scenario #5 You would like for your students to compose a narrative essay in which they identify literary elements in the story. Where would you post the criteria for the assignment, and where would the student go to submit it?

________________________________________________________________________ ________________________________________________________________________

4. Below is an example of a Learning Module in Blackboard. Using the rubric provided,evaluate the module, and answer the subsequent question.



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Rubric to assess Learning Module

Criteria (1) Insufficient (2) In Progress (3) Excellent

NavigabilityContent is missing, or

hard to access.

Some, but not all,

content easily accessible

All content is able to be

located within three clicks of the mouse

ComponentsModule is missing twoor more components

Module is missing one component

All components present:Documents, Links,

Discussion, Assessment, &Feedback

VarietyNo variety in

presenting information

Lack of variety inpresenting

information

Learner is presentedinformation in a variety of

formats

Open Forum There is not an openforum available in the

Discussion Thread

- An open forum Discussion Thread is available in the

Learning Module

Model AssignmentNo model assignmentis posted anywhere inthe Learning Module

- A model assignment is posted

in the Learning Module forstudent reference

Final Score for Learning Module ____/ 15

Does this example Learning Module meet Best Practices standards? Why or why not? If youanswered no, explain what is missing from the module and how it could be remedied.

________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________



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Learner Evaluation

Date: _____________, 20___ Course: _____________

Name: __________________

Your current job title: ______________________________________________________ Reason for taking this course:________________________________________________

On a scale of 1-5, rate: Poor Good Excellent The organization of the course 1 2 3 4 5 The clarity of information presented 1 2 3 4 5 The relevance of the material to you 1 2 3 4 5 The difficulty of the material covered 1 2 3 4 5 The level of understanding upon completion 1 2 3 4 5

Check all that apply:

This course was: ___ Useful ___ Helpful ___ Unorganized ___ Boring ___ Confusing ___ Clear ___ Difficult ___ Simple ___ Lengthy ___ Insightful ___ Unnecessary ___ Valuable ___ Constructive ___ Impractical ___ Required

What new information did you learn?

What changes would you make to this course?

In the provided space below, please give any additional comments/suggestions you have: