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BUILDING COURSES & ASSESSING AND MONITORING LEARNERS

Blackboard Learn R9.1

Sinora Dabney
SINORA.DABNEY@BLACKBOARD.COM

Roadmap Highlights

Blackboard Learn Overview, Release 9.1 Highlights, My Blackboard and General Navigation Enhancing Your Course Design Course Menu, Structures, Tools Course Customization, including Themes and Banners Content Area Development, including Learning Modules and Mashups Managing Assignments and Assessments More Efficiently Traditional and Safe Assignments Interactive Rubrics Creating and Managing Tests, including new differentiation Options Grading and Communication Efficiencies, including Needs Grading and Notifications Enhanced Grading, including Grade by Question, Auto Regrading & Anonymous Grading Monitoring Student Activity Full Grade Center, including Color Coding and Smart Views Retention Center Student and Course Activity Reports Managing Your Course

Activity: Exploring the End-user Perspective


Now that you are in the system, try the following:
1. 2.

Explore the My Institution and Courses tabs Explore My Places Click on and explore the Personal Information area Navigate through the Blackboard Resource Course

3.

Click down the menu on the left Explore the Sample Lesson content Try out a few tools (Discussion, Calendar, Chat)

Outcomes: 1. Note one feature which you might use 2. Note one thing you have a question about 3. Be prepared to share
Note: If you finish before the rest, download the sample files within the Blackboard Resource Course
3

Activity: Preparing to Teach Online


1. Enter the Blackboard Resource Course 2. Click on Sample Files on the Course Menu 3. Select to Save the File when prompted 4. Save to your desktop

5. Unzip the File

Right-click on zip file Select Extract to folder

Planning Your Course: Instructional Design Process

ADDIE Instructional Design Model

Theories: Course Design


The ADDIE Instructional Design Model
Analysis : the process of defining what is to be learned

Design : the process of specifying how it is to be learned and assessed Development : the process of authoring and producing the materials Implementation : the process of installing the project in the real world context Evaluation : the process of determining the adequacy of the instruction
Source: Instructional System Design (ISD) : Using the ADDIE Model by Steven J. McGriff http://www.personal.psu.edu/faculty/s/j/sjm256/portfolio/kbase/IDD/ADDIE.pdf

Analysis
Who are the intended learners? What do they need to learn?

What are the delivery options?


What constraints exist? How much time exists to develop the course? What will the students do to determine competency?

Instructional Course Design


Write course objectives Develop the course syllabus Develop the course outline and schedule Design the courses organization; outline units, lessons, and modules Identify learning activities
Reading assignments Writing assignments Oral presentations Discussions

Identify the medium to be used

for activities

Development
Generate and deploy course documents and materials for delivery

Obtain and/or create the required media

Different multimedia formats to ensure the learners' preferences can be met Determine the appropriate interactions through a Communication Strategy Plan activities and student group work to help construct a sense of community General Questions Discussion Forum Support Links

10

Implementation
Initial contact letter

How/when to log in Textbook information Deliver the instruction as designed Provide constant feedback to students Be prepared for technical problems to occur Be flexible- adjust a particular teaching strategy if necessary

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Evaluation
Plan several points during the course when students can provide

anonymous feedback Collect, process, analyze and interpret data to determine whether education has met its objectives Identify aspects of the process that should be strengthened Conduct formative evaluations to improve the course and summative evaluations to judge the effect of the course

12

Planning the Course Design and Structure


If you provided students access to your electronic course files, how would you

structure them as you would want to see them?


How is your current course structured (i.e. by Week? Lesson? Unit?)
How might we transfer that structure to Blackboard? Plan how you will present and teach your course

o Prepare syllabus for a web-based, blended course; Create learning materials and activities
Plan instructional strategies or activities that will assess your students and the

effectiveness of your course o Course activities, quizzes, tests, preview tests, survey, course evaluation

13

Alternate Theories: Course Design


Backward Design (Beginning with an End) Model Identify desired results (curriculum) What are the enduring understandings I want the students to take away from this unit of work What are the essential questions they need to be able to answer? What knowledge and skills will they have as a result of this unit? Determine acceptable evidence What performance task/s will they engage in? What quizzes or tests will they do? What other evidence will I gather? What self-assessment will they engage in? Planning learning experiences and instruction What learning experiences will they engage in so as to be well positioned to provide me with the evidence I need?

14

Building Courses: Course Development

15

Designing the Course Structure


Plan the course structure to align with course content and audience

characteristics
Add Content Area, Tool Link, External Link, Course Link, Sub-header and

Divider menu items


Determine the menu and course style Create a Course Module Page Review Notification features

16

Blackboard Exemplary Course Design


The course developer should consider four main areas when designing the course.
Course Design and Navigation

Course Communication, Collaboration & Engagement

Course Assessment

Learn more about Blackboards Exemplary Course Program View the Exemplary Course Rubric See Past winners of the Exemplary Course program

Learner Support

17

About the Course Menu


The course menu appears on the left side of a course and contains links to materials and tools within your course.
The instructor and/or course developer can customize the structure and style of the course menu, including content links and tools available to the user. Customizations can vary from course to course / organization to organization.

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Determining the Content Organization


Three common approaches:

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Five Steps to Course Menu Creation


1. Plan the course structure 2. Create the Content Area links 3. Add the Tools and External Links 4. Order and categorize the links with subheaders 5. Create a course home page

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Planning the Course Structure: Content


Level 1: Course Menu Level 2: Content Area Level 3: Inside a Folder or Learning Unit

Content Area

Items, Files

Folder

Learning Unit

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Activity: Plan the Course Structure


1.

Consider your course format Web-enhancement, hybrid, fully online? Create a course content outline: Chronological or Subject Area or Content Type

2.

3.

List tools you think you may want to use


If you finish, you can begin to build!

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Your Turn: Add a Content Area

1. In Edit Mode, above the Course Menu, click the plus sign. 2. Select Content Area. 3. Enter a Name for the link. 4. Select whether it will be Available to Users.

5. Click Submit.

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Your Turn: Add a Tool Link


1. In Edit Mode, above the Course Menu, click the

Create Item icon, shown as a


plus sign. 2. Select the Tool Link. 3. Enter a Name for the link. 4. From the Type drop-down list, select the tool to add. 5. Select whether the tool will be Available to Users. 6. Click Submit.

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Your Turn: Organize the Links


A. Use the drag-and-drop function to reorder links on the Course Menu. B. Alternatively, use the Keyboard Accessible Reordering Tool to reorder the

links.
C. Click a links Action Link and select Hide Link to make a link unavailable to students.

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Your Turn: Add a Subheader

1. In Edit Mode, above the Course Menu, click the plus sign. 2. Select Subheader. 3. Enter a Name. 4. Click Submit. The subheader is added to the bottom of the Course Menu and can be dragged into place.

26

Customizing the Home Page

27

Your Turn: Add Modules to Home Page


1. In Edit Mode, access the Home Page from the menu. 2. Click Add Course Module. 3. Select the check box to add a module.

4. Click Submit.

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Reordering Modules: Keyboard Method

A. The Keyboard Accessible Reordering Tool is accessed on the Action Bar. B. In addition to the up and down move arrows, the Keyboard

Accessible Reordering Tool also has arrows to move modules


right or left between the two columns.

29

Customizing the Environment

30

The Control Panel


Expand each of the items on the Control Panel by clicking the

Expand icon.
Alternatively, expand each of the items into the content frame.

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Customizing the Course Style

32

Customizing the Course Style

33

Your Turn: Customize the Course Style


1. 2.

3.
4. 5. 6. 7. 8. 9.

Expand Customization area on the Control Panel Click the Style link Choose between buttons or text for menu Select a default menu view (list or folder) Select a default content view Select the page for the course entry point Choose the course entry point Add a banner to the course entry page Check your work and make necessary adjustments

34

Adding Contact Information

35

Your Turn: Add Contact Information


1. 2.

Expand Tools area on the Control Panel Click the Contacts link

3.
4. 5.

Enter contact information


Upload a picture Click Submit

6.

Check from the student view

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Issuing Announcements

37

Creating Announcements

1. 2. 3. 4. 5.

On the Control Panel, under Course Tools, select Announcements. Click Create Announcement. Enter the Subject and the Message. Choose to display permanently, or select dates and times. Click Submit.

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Displaying Announcements & Notifications

39

Your Turn: Add an Announcement


1. On the Control Panel, under Course Tools, select

Announcements.
2. Click Create Announcement. 3. On the Create Announcement page, enter the Subject and

the Message.
4. Choose whether to display the announcement permanently,

or select date check boxes and enter dates and times.


5. Click Submit.

40

Scheduling a Calendar Item

41

The Glossary Tool


To search for a word, click its first letter.

42

Adding a Glossary Term

1. 2. 3.

On the Control Panel, expand Course Tools. Click Glossary. On the Glossary page, click Create Term.

43

Adding a Glossary Term

44

Managing Glossary Terms


ADDING GLOSSARY TERMS
1. On the Create Term page,
enter the Term and its Definition in the text boxes. 2. Click Submit. 3. When ready, ensure the Glossary is available to students via the Tools area of the Course Menu. 4. 3. 2.

UPLOADING GLOSSARY TERMS


1. On the Glossary page, on
the Action Bar, click Upload Glossary. On the Upload Glossary

page, click Browse to


locate and upload the file. Select one of the upload file options. Click Submit.

45

Editing or Deleting a Glossary Term

46

Your Turn: Add a Glossary Item


1. 2.

On the Control Panel, expand Course Tools. Click Glossary.

3.
4. 5. 6.

On the Glossary page, click Create Term.


On the Create Term page, enter the Term and its Definition in the text boxes. Click Submit. On the Course Menu, click Tools and ensure the Glossary is available to students.

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Managing Uploaded Files

48

Collecting Content will allow you to:


Access personal storage as well as content collections that are set up

for course files or for general institutional information


Create folders to organize content
Use tools to upload individual and multiple files and folders Update and revise files online using Web Folders Version files and maintain multiple iterations to aid in differentiating

instruction or teaching multiple sections of a course


Visit an area for Library Content and locate copyright- cleared

materials for use in courses

49

Interacting with Content


Ways to interact with Content: Upload Files or Package Create a Folder Build Items HTML Object View 360 Degree Report

50

Upload Files

Upload:
Single Files Multiple Files Zip Package

51

Your Turn! Interacting with Content


Upload Multiple Files

Drag and drop files in the section Select Options (if desired) Complete Metadata (if desired) Try using Browse Click Single File Upload Upload Single File using Browse Create a Folder to organize content

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Manage File and Folder Options


360 View a view of basic properties. The view contains: Table of Contents Properties Comments Versions Learning Objects Catalog Entries Permissions Passes Links Tracking Data Metadata
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WebDav

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Web Folders (WebDav)


Web Folders (WebDAV) allows access to files over the Internet

regardless of platform (Microsoft Windows or Apple Mac OS)


Web Folders allows users to access content as if it were in any

other network drive or folder on personal computer


Managed Files from desktop, drag in content from multiple

drives and folders and organize as needed.


Edit directly in the Web Folder, without downloading, editing,

and uploading again

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Set Up Web Folders in Windows

Copy the Web address of the folder in the yellow bar Open My Network Places.

Double-click Add Network Place.


Enter the URL into the text field or copy and paste it. Click Next. You will be prompted to enter a name for the Network

Place. Enter a name for the Network Place and select Finish.

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Set Up Web Folders in Mac OS

Copy the Web address of the folder in the yellow bar On the Finder bar, select the Go menu and then, select Connect to

Server. In the Connect to Server window, type or copy and paste the URL for the Web Folder in the Server Address field. Click the plus sign to add this address to the Favorite Servers box. Click Connect. Authenticate if prompted

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Your Turn! Set Web Folder


Set up the Web Folder Explore files in Web folder Drag and Drop additional files and folders Organize Files and Folders

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Tokenized URLs

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Tokenized URLs: Content Management


What were the issues (prior to SP 6)? Permissions given to students on files stored in course files Adaptive Release would hide content from users in the course, but not from the Course Files storage area Permissions on files would often change or go missing during course copy, or through accidental permission deletion by the instructor

60

Changes
For access to files linked to courses, content system

permissions are no longer used


Instead, a "Tokenized URL" is created for users that have

access to content, which allows them to see the file from within the course
This means that students can no longer view files via

the content collection or WebDAV by default


The instructor must explicitly grant access to files that

students need to view outside the course

61

Permissions and Tokenized URLs Appearance


A student has access to view the image shown

to the right, via the course only. This image has been linked and/or embedded in the course from the content collection.

Notice in the permission to the left that Tokenized url access created for course users during the content linking is not listed in permissions
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Adaptive Release for Content Collection Items linked via Course


User attempts to access content The system checks to see if the course content item has adaptive release rules

on it
If it has adaptive release rules and conditions have not been met, the item won't display, and the user will not be able to access the content.
In student view, the image below would not appear if adaptive release rule(s) have not been met

If no adaptive release rules have been applied, then the user has access via the Tokenized URL.

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The URL "Token"


The token inside the WebDAV URL is really a composite id for the

content itself.
Example token: pid-13-dt-content-rid-1302_1 The full URL will appear as follows:

http://localhost/bbcswebdav/pid-13-dt-content-rid-1302_1/xid1302_1
Consists of three identifiers:
CRSMAIN_PK1 (13) FILE_ID(1302) DOCSTORE_ID (1)

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Tokenized URL Implications


Allows users without Xythos-style permissions to access files

via the course link only.


Instructors no longer need to add student permissions to

content
Students cannot access these files via WebDAV, since they

don't have explicit read permission

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Important : Permissions on Embedded Files


Note:

If an instructor links HTML files to the course, and embed images, flash content, or other files inside the HTML page, no embedded file will display unless permissions or tokens are applied to those auxiliary files
This is because only the specific file linked inside the course is

granted permission by the Tokenized URL, not any of the embedded content.
Permissions must appropriately adjusted for such embedded

files.

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Adding and Presenting Content

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Adding & Presenting Course Content


Add, manage, and remove course content

(text, images, files, external links, equations, and custom content types)
Structure course content using Folders, Learning Modules, and Course

Links
Enable individualized instruction with Review Status and Adaptive

Release.

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Review: Planning the Course Structure


Level 1: Course Menu Level 2: Content Area Level 3: Inside a Folder or Learning Unit

Content Area

Items, Files

Folder

Learning Unit

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Organizing Content: Try a Storyboard


Example: Subject Area Storyboard

70

Mapping Your Content with Learning Units


Here is an example of a Learning Unit used in a course about British poets.

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Content Areas Flexible Organization

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Adding Items and Tools to a Content Area

The following can be added to Content Areas: Items, which can contain text, files, and images Individual tool links Folders Tests and surveys Assignments

External Links
Course Links Module Pages
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Using the Text Editor

The first row contains functions for formatting text, similar to functions in a word

processor.
The second row contains functions for working with text already entered in the text

box, such as spell checking, cutting and pasting, undoing the last action, and markup validation.
The third row contains functions for attaching documents, images, and media files.

This row only appears in selected areas within Blackboard Learn. For example, it is available when adding items to Content Areas, but not when creating questions in Test Manager.

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Adding Items to a Content Area

75

Your Turn: Add Items to a Content Area


1. 2. 3. 4.

In Edit Mode, access the Content Area from the Course Menu. On the Action Bar, click Create Item. On the Add Item page, enter the items Name and Text. To add a file, click Browse to locate the file. Add multiple files using the Text Editors Attach File function.

5.

Under Options, select Yes for Permit Users to View the Content Item to
make the item available to students, Click Submit.

6.

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Organizing Content with Learning Modules


Include: Content Items Files External Links Tests and Surveys Assignments

Discussion Board
Other Tools

The value of creating Learning Modules lies in the ability to integrate related content
and activities, providing a rich, interactive learning experience for students.

77

Viewing Content in a Learning Module

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Adding Learning Modules

1. 2. 3.

In Edit Mode, on the Course Menu, click an existing Content Area or create a new one. On the Content Areas Action Bar, click Build to access the contextual menu. Select Create Learning Module.
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Adding a Learning Module


4. 5. Enter a Name. Optionally, enter a description in the Text box. 6. 7. Select the Options. Click Submit.

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Adding Items to a Learning Module


1. 2. Access the Content Area with the Learning Module. Click the Learning Modules title.

3.

On the Learning Modules Action Bar, click Create Item.

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Your Turn: Add a Learning Module w/ Items


1.

In Edit Mode, on the Course Menu, click an existing Content Area or create a new one.

2. 3. 4.

On the Content Areas Action Bar, click Build to access the contextual menu. Select Create Learning Module. On the Add Learning Module page, enter a Name. Students access the Learning

Module by clicking the name you enter.


5.

Optionally, enter a description in the Text box. Use the Text Editor to format it, if desired. The description appears below the Learning Module Name.

6. 7.

Select the Options. Click Submit.

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Using Adaptive Release

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About Rules and Criteria


To apply Adaptive Release to a content item, create a rule that contains release criteria. There are four types of criteria: 1. Date 2. Membership 3. Grade 4. Review Status

84

Limit Availability by Individual Users

85

Limit Availability by Membership for Groups

86

Limit Availability by Grade


drop-down list

87

To Apply Review Status to a Content Item

pop-up Course Map

88

About Advanced Adaptive Release


With Advanced Adaptive Release, an instructor can add: Multiple criteria within one rule. All conditions will have to met Multiple rules. Only one rule must be satisfied.

89

Checking Adaptive Release Paths

90

Your Turn: Enable Adaptive Release


1. Enter the course where you are enrolled as an instructor. 2. Navigate to a folder, learning unit, or item you want to enable adaptive

release for.
3. In Edit Mode, in the Content Area, click the items Action Link to access the

contextual menu.
4. Select Adaptive Release. 5. Select any of the four types of criteria by filling in the information for each

one. Each will be discussed in the next slides.


6. Click Submit.

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Customizing and Modifying the Course & Menu

Course menu structure and content areas can vary. Additionally, making modifications to items in Blackboard can be easily accomplished.

92

Aligning Content

93

Managing Goals
The Goals tool is now available in Course Delivery. Can be used to manage and report on alignment of: Goals Standards Learning Outcomes Objectives

94

Goals: Aligning Content


Proper alignment will aid in finding content, evidence collection and in analyzing the resulting reports; therefore, should be done accurately.

95

Aligning Standards to Files and Folders


From the contextual menu for any file or folder in the Content System, you can choose the option to Add Alignments. You can then choose the standards to align through the discover tool.

96

Folder Standards
Folder Standards can be applied to just the folder, the folder and its files or the folder, its files, and all subfolders and their files. Additionally, users get the ability to do a "push" of a folder's alignments down to all of its children. This is accessed through the edit option of the folder.

97

Search for Files Aligned to Standards


From the course or content system, use the advanced search to search the content based on standards.

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Search for Files Aligned to Standards


When files from content management are used, the course designer can choose whether or not to bring the alignments with the file.

99

Roadmap Highlights

Blackboard Learn Overview, Release 9.1 Highlights, My Blackboard and General Navigation Enhancing Your Course Design Course Menu, Structures, Tools Course Customization, including Themes and Banners Content Area Development, including Learning Modules and Mashups Managing Assignments and Assessments More Efficiently Traditional and Safe Assignments Interactive Rubrics Creating and Managing Tests, including new differentiation Options Grading and Communication Efficiencies, including Needs Grading and Notifications Enhanced Grading, including Grade by Question, Auto Regrading & Anonymous Grading Monitoring Student Activity Full Grade Center, including Color Coding and Smart Views Retention Center Student and Course Activity Reports Managing Your Course

100

Managing Assignments & Tests More Efficiently

101

Bb Assignment Lifecycle
Assignment is made available for students through Content Area

Instructor creates assignment

Students Complete assignment

Grade Center Column Created Instructor accesses Assignment(s) via grade center
OR

Instructor assigns final grade and feedback

Instructor marks, & returns for resubmission

Student reviews final grade and feedback

Student(s) review grade and feedback.

102

Focus on Design: Presenting Assignments


Option A: All assignments appear in one Content Area

103

Focus on Design: Presenting Assignments


Option B: Add assignments to different Content Areas

104

Focus on Design: Presenting Assignments


Option C: Add all assignments to one Content Area PLUS links in other areas

105

Creating Assignments

1.

In Edit Mode, access the Content Area.

2.
3.

On the Content Areas Action Bar, click Evaluate.


On the drop-down list, select Create Assignment.

106

Creating Assignments
4. 5. 6. Enter a Name. Add Instructions. Attach a file (Optional).

7.
8.

Enter Points Possible.


Select Availability and Attempt* options.

*Note: Under Availability, if you allow more than one attempt, Grade Center uses the most recent attempt. A different attempt can be used for the score by editing the column in the Grade Center.

9. 10.

Optionally, select a Due Date. Select the radio node by the

intended Recipients.

107

Creating Assignments: Due Dates & Recipients

108

Your Turn: Create an Assignment


1. 2. 3.

In Edit Mode, access the Content Area. On the Content Areas Action Bar, click Evaluate. On the drop-down list, select Create Assignment.

4.
5. 6.

On the Create Assignment page, enter a Name.


Add Instructions for the assignment, if desired. Format the text with the Text Editor, if desired. Optionally, Browse for a file from your local computer or to link to from the Content Collection. Confirm your choice by clicking Attach File. Enter Points Possible. Select the checkbox to Make the Assignment Available. Select more options for Availability, if desired. Optionally, select a Due Date. Select the radio node by the intended Recipients. Click Submit.

7. 8.

9. 10. 11.

109

Managing Interactive Rubrics


The New Rubrics allows the instructor to create, copy and edit rubrics. Rubrics may now be imported / exported as CSV files so theyre easy to share.

110

Interactive Rubrics in the Grading Process


Rubrics are no longer view only. The New Rubrics and now interactive / gradable. Rubric grading process has been integrated into the normal grading workflows. Support for submission-based assignments, question-based assessments and all interactive tools (Blogs Discussions, Wikis, and Journals).

111

Needs Grading View

No more scrolling to find out what needs to be graded.

Dashboard and Email Notifications.

112

Configuring Interactive Tools for Needs Grading


The first phase of Needs Grading was focused on Assignments, Safe Assignments, and Assessments.

Starting In SP6, interactive tools such as Discussion Boards, Blogs, Journals, and Wikis are made part of the Needs Grading tool.
Instructors have the ability to set the system to react based on specific criteria such as number of posts in a discussion as shown below.

113

Interactive Submissions in Need of Grading

Grades for Interactive Tools can be set by Rubric attached on creation page. Visibility of items in need of grading on dashboard in within Need Grading view of Grade center.

114

Reviewing and Grading Assignments


1. 2. On the Control Panel, click Grade Center under Evaluation. In Grade Center, locate the cell for the students assignment containing an exclamation mark.

3. 4. 5.

Move the mouse pointer over the cell to see the Action Link. Click the Action Link to access the contextual menu. Select View Grade Details.
115

Inline Assignment Grading

Supported document types that can be converted include Word (.doc, .docx), PowerPoint (.ppt, .pptx), Excel (.xls,.xlsx), and PDF (.pdf).
116

Reviewing Assignments Offline

117

Reviewing Assignments Offline

118

Grading Downloaded Assignments

Open Attempt

Override

119 119

Encouraging Originality with

120

Encouraging Originality and Deterring Plagiarism with SafeAssign


Safe Assign is used to prevent plagiarism and to create opportunities to help you

identify how to properly attribute sources rather than paraphrase.


SafeAssign compares your submitted assignments against a set of academic papers to

identify areas of overlap between the submitted assignment and existing works.
Encourages:

Original writing Proper citation

121

Encouraging Originality and Deterring Plagiarism with SafeAssign


SafeAssign is based on a unique text matching algorithm capable of detecting exact and inexact matching between a paper and source material.

SafeAssignments are compared against several different databases, including: Internet: Comprehensive index of documents available for public access on the internet. ProQuest ABI/Inform database: More than 1,100 publication titles and about 2.6 million articles from 1990s to present time, updated weekly (exclusive access). Institutional document archives: Contains all papers submitted to SafeAssign by users in their respective schools. Global Reference Database: Contains papers that were volunteered by students from Blackboard client schools to help prevent cross-school plagiarism.

122

Viewing & Grading Submissions


Submission and report information can be obtained via the grade center or via the Safe Assign link located in Course Tools on the Control Panel.

Click icons to view:

SafeAssignment text Submitted file Full SafeAssign report

123

SafeAssignment Report

124

SafeAssignment Report: Plagiarism at your Institution

125

Self & Peer Assessment Lifecycle

126

The Process
1 2 3 4 5 6 Instructor creates Self and Peer Assessment Instructor adds:
Questions, model response, criteria, submission period, evaluation period

Student submits work


(during submission period)

Student evaluates work of peers and/or of their own


(during evaluation period)

Student checks evaluation results


(after evaluation period)

Instructor views submission, evaluations and results

7
8

Instructors sends grades to Grade Center


Instructors can export the assessment for reuse
127

Structure
Self and Peer Assessment

Question 1
(model response)

Question 2
(model response)

Question n
(model response)

Criterion 1

Criterion n

Criterion 1

Criterion n

Criterion 1

Criterion n

128

Sample Question and Criteria


What are the benefits of using self and peer

assessment?
1. The participant has provided one or more reasons. 2. The participant has used correct spelling. 3. The participant has provided some explanation of each benefit.

129

Advantages of Self and Peer Assessment


Students have more ownership of the assessment process (i.e. it is

not just being "done" to them);


It can involve students in devising and understanding assessment

criteria and in making judgments;


It encourages formative assessment - learning through feedback; It encourages the reflective student (autonomous learner); It can emphasize the process not just the product; It is expected in working situations;

It challenges the role of the tutor as the sole arbiter of assessment.


Z
(1) 2002, Steve Wilson, London Metropolitan University

130

The Test Lifecycle


Create Deploy Take Grade Review

Instructor creates test and questions

Instructor deploys test and sets test options Content area

Student takes test and then reviews results Content area

Instructor grades test and provides feedback Grade Center

Student reviews grades and feedback

Test tool

My Grades

131

The Assessment Lifecycle


The first stage in the assessment lifecycle is to create a test.

132

Building Tests
Tests are created using the Tests tool.

1. 2.

On the Control Panel, under Course Tools, click Tests, Surveys, and Pools. On the Tests, Surveys, and Pools page, click

Tests.

133

Test Manager
Test/Survey Canvas
Build and edit assessments, and then deploy them anywhere,

anytime
Use the Creation Settings feature to set default point values for

questions
Attach images and links to questions and to feedback
Built-in math and science notation

134

Building a Test
3

1. 2.

Click Build Test. Enter a Name, Description, and Instructions.

3.

Click Submit.

135

Building a Test: Test Canvas

136

Specifying Creation Settings

1. 2.

3.

Click Creation Settings Select Options Feedback Images, Files, Links Metadata Scoring Display Click Submit

137

Building a Test: Adding Questions

Blackboard offers a variety of question types that can be added to tests, surveys and pools (question banks).
Note: that all questions types are not compatible with Mobile tests.

138

Blackboard Learn Standard Question Types


Standard Question Types
True/False
Advanced Question Types

Multiple Choice
Multiple Answer Ordering

Matching
Fill in the Blank Essay

Calculated Formula Calculated Numeric Either/Or File Response Fill in Multiple Blanks Hotspot Jumbled Sentence Opinion Scale/Likert Quiz Bowl Short Answer Reusable Questions

139

Basic Test Questions Tutorials


Getting Started with Building a Test Read It!
Tour the Question Finder Feature Watch It! Creating a True or False Question Watch It! Creating a Multiple Answer Question Watch It! Creating a Multiple Choice Question Watch It! Creating an Ordering Question Watch It! Creating a Matching Question Watch It!

Creating a Fill in the Blank Question Watch It!


Creating an Essay Question Watch It!

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Advanced Test Questions


Advanced Question Types Either/Or Fill in Multiple Blanks Jumbled Sentence Short Answer Calculated Formula Calculated Numeric Hotspot Opinion Scale/Likert Quiz Bowl File Response Reusable Question Types Find A Questions Question Set Random Block

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Advanced Assessment Questions


Additional questions types within assessments. Calculated Formula Include calculations within the question. The

calculations can have changing values within them for each exam.
Calculated Numeric Answer is a number or within a certain range of

numbers.
Either/Or Answer is Yes/No, Agree/Disagree, Right/Wrong.
File Response Student answers the question by uploading a file. Fill in Multiple Blanks Type in free-form answers to multiple blanks

within a sentence.

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Advanced Assessment Questions continued


Hotspot Student designates a hotspot on an image that was

previously uploaded by the instructor.


Jumbled Sentence Select from a drop-down of answers to fill in

multiple blanks within a sentence.


Opinion Scale/Likert Answer is selection based on a scale such as

Strongly Agree, Agree, Disagree, etc.


Quiz Bowl Students must provide their answers in a question

format.
Short Answer Answer is typed into a free-form text box with a set

limit.

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Calculated Formula: Student Perspective

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Calculated Numeric
Accepts numeric answers in a blank field Answer range can be specified Does not allow for partial credit
Student Perspective

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Calculated Numeric
Sample Question: If the average human body temperature ranges between 35.5 and 36.5 in Celsius, what is the average human body temp in Fahrenheit?

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Either/Or
Similar to a True/False

question Several answer choice options Can change answer orientation

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File Response
Similar to an Assignment allows instructor to collect file from

students Students can upload file from local computer or Content System (if available)

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Hot Spot
Image is uploaded, and

select portion of the image is marked as correct Student clicks on image to mark answer Automatically graded

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Hot Spot: Student Perspective

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Jumbled Sentence: Student Perspective

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Quiz Bowl
Jeopardy-like questions

answer presented first


Partial credit can be

partially based on included interrogatives


Similar to a fill in the

blank question

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Quiz Bowl: Student Perspective

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Ordering Test Questions

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Your Turn: Create and Test and Questions


1. 2.

On the Control Panel, under Course Tools, click Tests, Surveys, and Pools. On the Tests, Surveys, and Pools page, click Tests.

3.

Click Creation Settings

Select Options
Feedback Images, Files, Links Metadata Scoring Display

4. 5. 6.

Click Submit

On the Create Question drop-down list, select the question type. Follow the prompts Click Submit.

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Deployment and Grading Options

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Assessment Lifecycle
Creation

Building Questions from scratch Reuse questions from tests or pools Import a Test Delivery Deploy test and set Options, feedback, and availability Completion by Student Grading Automatic vs. Manual Item grading Student Review Viewing feedback and grades

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The Assessment Lifecycle


The second stage in the assessment lifecycle involves deploying the test.

158

Adding Tests to Content Areas


1. Access a Content Area.

2. From the
Evaluate menu, select

Create Test.
3. Select a test from the Add Test box. 4. Click Submit.

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Setting Test Options

160

Setting Test Options


1. 2. Set Availability. Specify Attempts for majority of users (differentiation shown on next slide). 3. 4. 5. Set Timer. Enable Auto-submit (if

desired).
Restrict Availability.

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Setting Test Options


1. 2. Specify Differentiation Needs Specify Options for Score, Answer and Feedback display. 3. Select Test Presentation options.

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Your Turn: Deploy Your Test


1.

Ensure Edit Mode is ON, and access the Content Area where
the test will be added. On the Action Bar, from the Evaluate contextual menu, select

2.

Create Test.
3. 4.

On the Add Test page, select a test from the Add Test box. Click Submit.

5.
6.

Select relevant Test Options.


Check the student view

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Viewing and Grading Tests


1. On the Control Panel, click Grade Center under Evaluation.

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Viewing and Grading Tests

2.

In Grade Center, locate the cell for the students test containing a score or an exclamation mark. The exclamation mark appears when a test requires review (i.e. short answer questions).

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Viewing and Grading Tests

3. 4. 5.

Move the mouse pointer over the cell to see the Action Link. Click the Action Link to access the contextual menu. Select View Grade Details.

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Viewing and Grading Tests


6. On the Grade Details page, under Attempts, click the Action Link next to the exclamation mark to access the contextual menu. 7. Select Open Attempt.

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Viewing and Grading Tests


8. On the Grade Test page, review the students answers,

grade any questions that


require manual grading, and enter Feedback, if desired. 9. Click Submit. You are returned

to the Grade Details page.

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Student Assessment Experience

169

Viewing the Progress Bar


New warnings appear at time, 5 min, 1 min and 30 seconds remaining. The bar turns red when there is only time 1 minute remaining

170

The Student View: My Grades

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Student Perspective: Accessing My Grades

Students access My Grades from the Course Menu.

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Student Perspective: Viewing Grades

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Assessment Enhancements Recap


New Differentiation Options New Options for determining feedback display New Auto Submit Option will force submission when time expires. Additional Bonus -> Answers are automatically saved after student enters response. Better progress bar and messaging for students. Timer continues to count down even if student leaves test. Student can hide progress bar if desired. Automatic Regrading options are now available Negative Marking available as well

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Roadmap Highlights

Blackboard Learn Overview, Release 9.1 Highlights, My Blackboard and General Navigation Enhancing Your Course Design Course Menu, Structures, Tools Course Customization, including Themes and Banners Content Area Development, including Learning Modules and Mashups Managing Assignments and Assessments More Efficiently Traditional and Safe Assignments Interactive Rubrics Creating and Managing Tests, including new differentiation Options Grading and Communication Efficiencies, including Needs Grading and Notifications Enhanced Grading, including Grade by Question, Auto Regrading & Anonymous Grading Monitoring Student Activity Full Grade Center, including Color Coding and Smart Views Retention Center Student and Course Activity Reports Managing Your Course

175

Managing the Full Grade Center: Monitoring Student Activity

176

The Grade Center Interface

The Grade Center is made up of rows and columns of


student information and gradable items. Cells in the grid contain data specific to corresponding students.

The legend to the right depicts the various icons and meanings of symbols that could appear in the grade center.

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Hiding and Showing Students / Rows

You can hide columns and rows to focus on specific data. When you hide information, the data is retained.

178

Organizing the Grade Center

Access the Column Organization page by clicking Manage on the Action Bar to access the drop-down list.

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Your Turn: Organize the Grade Center


Tasks:

1. 2.

Enter your practice course in which you are the instructor Organize your full grade center view to have the following columns frozen: First Name Last Name Last Access Availability Student ID Username

3.

Hide the following columns:


4.
5. 6.

Hide one of the students whove dropped the course to attend the Olympics
Use the drag and drop capabilities to rearrange the columns. Return to the Grade Center and note the changes.
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Why Categories?
Categories are used to group related items together.

By default, the following categories are created:

Assignment Discussion Survey Test

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Using Categories
You can use categories to:
Sort the Grade Center. For example, you could sort on the Homework

category.
Create a Smart View. For example, you could generate a Smart View which

only displays columns associated with the Test category.


Calculate grades. For example, you can assign a weight to a category when

calculating final grades. We'll learn more about calculating grades in a later lesson.
Generate reports. For example, you may generate a report showing

performance statistics for all columns in the Assignment category. We'll learn more about generating reports in a later lesson.

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Creating Categories

183

Changing Column Categories

184

Grading Schemas
Grading Schemas are mappings of a student's raw score to a grade display

such as a letter grade or a pass/fail evaluation.


If you choose to display students' scores as letter grades, the default letter

scheme is used to convert the scores to letter grades.


The default letter grade scheme consists of letter grades from A+ to F and

their corresponding percentage ranges.


You can customize the default letter scheme to match your institution's

grading scheme or vary per course.

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Customizing the Letter Grade Schema

Grading Schemas are mappings of a student's raw score to a grade display, such as a letter grade or a pass/fail evaluation. There is a default schema for letter grades that consists of letter grades from A+ to F and their corresponding percentage ranges. The instructor can customize the default letter schema to match the grading scheme of the institution. Instructors can also create their own grading schemas.
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Calculated Column Capabilities


You can use calculated columns to: Weight grades by column, category, or both Calculate the total grade Calculate the average grade Calculate a minimum or maximum grade Calculate two or more calculated columns

187

Creating Calculated Columns

188

Creating Calculated Columns

189

Creating Smart Views

190

Your Turn: Create a Smart View


In the course you are teaching:
Think about how SmartViews can assist with viewing your past

or current roster and grade center items Practice creating SmartViews in your practice course to reflect scenario youve come up with.

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Grade Center Color Coding

Visual Cues!

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Reporting Grades
You can create printable reports to help you monitor student progress. With these reports, you can view the status of one or more students on any or all items. 1. 2. 3. Generate Report and print Save your reports by using your browsers Save As option. After saving your report, you can share it with students and their observers by using the Email feature in the Grade Center.

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Course Reporting & Monitoring Options

194

Item Analysis Report


Item analysis provides statistics on overall test performance and individual test questions. Roles with grading privileges (such as instructors, graders, and teaching assistants) access item analysis in three locations within the assessment workflow: Test deployed in a content area. Deployed test listed on the Tests page. Grade Center column.

195

Retention Center
The Retention Center provides an easy way to discover which students in a particular course are at risk

196

Retention Center
Your Course Activity The section following the risk table provides a one-stop collection of your activity, engagement, and participation in your course. This data helps you become more aware of how your behaviors are (or are not) contributing to student success. The information provided includes: Your last login Time lag for grading student submissions Your participation in the interactive components of your course. For example, the numbers appearing for blogs shows how many times you have posted, not your students.

Recent announcements
Fresh course content

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Course Activity Overview Report


The Course Activity Overview report displays overall activity within a single course, sorted by student and date. Data includes the total and average time spent per user and the total amount of activity the user had in the course. Administrators can generate reports for any course in the system and all users.

Instructor reports are limited to their courses and the students enrolled in those courses.
198

Roadmap Highlights

Blackboard Learn Overview, Release 9.1 Highlights, My Blackboard and General Navigation Enhancing Your Course Design Course Menu, Structures, Tools Course Customization, including Themes and Banners Content Area Development, including Learning Modules and Mashups Managing Assignments and Assessments More Efficiently Traditional and Safe Assignments Interactive Rubrics Creating and Managing Tests, including new differentiation Options Grading and Communication Efficiencies, including Needs Grading and Notifications Enhanced Grading, including Grade by Question, Auto Regrading & Anonymous Grading Monitoring Student Activity Full Grade Center, including Color Coding and Smart Views Retention Center Student and Course Activity Reports Managing Your Course

199

Managing the Course

200

Managing Courses Outcomes


Enable and Disable Course Tools Copy, recycle, archive, export and import a course.

201

Changing Tool Availability

202

Your Turn: Enable Course Tools and Settings


1. From the Control Panel, click Customization. 2. On the Tool Availability page, make the availability

adjustments required.
3. To make a tool Available, select the tools check box. To make

a tool unavailable, clear the tools check box.


4. Click Submit.

203

Copy and Recycle a Course


Copy and Recycle

Convenient reuse No recreation from scratch Course Copy = Replicate Copy to Existing Course Copy to New Course Exact Copy Bulk Delete = Batch Remove Course Components

204

Use Export/Import and Archive


Export/Import

Amongst Blackboard Servers Include: Content


Settings Grade Center Items Groups Assessments

Does not include enrollment or student data!

Archive/Restore

Snapshot of entire course Saves Grade Center Student Data Restore only available to full system administrators
205

Your Turn: Manage Courses


1. 2. 3. 4. 5. 6. 7.

Enter the course where you are enrolled as an instructor. Access the Control Panel Click Export Course Choose the portions to export and click Submit Return to the Control Panel, wait a few moments and click on Export Course again Click on the link to the Export file and save to your desktop Your course has been exported! What is the difference between Export and Archive? How do you reinsert that content into another course?

206

Wrap-up
1. What does it mean to prepare the course environment? 2. Why is offline planning important to building a successful course structure? 3. What types of buttons/links can we add to the menu? 4. What type of content can we add to Content Areas? 5. What options are available to present content in alternative ways?

207

Roadmap Highlights
Blackboard Learn Overview, Release 9.1 Highlights, My Blackboard and General Navigation Enhancing Your Course Design

Course Menu, Structures, Tools Course Customization, including Themes and Banners Content Area Development, including Learning Modules and Mashups

Managing Assignments and Assessments More Efficiently

Traditional and Safe Assignments Interactive Rubrics Creating and Managing Tests, including new differentiation Options Grading and Communication Efficiencies, including Needs Grading and Notifications Enhanced Grading, including Grade by Question, Auto Regrading & Anonymous Grading

Monitoring Student Activity

Full Grade Center, including Color Coding and Smart Views Retention Center Student and Course Activity Reports
Managing Your Course

208

Questions?

209

Resources

Instructors & Students:

On Demand Learning Resources


Video Tutorials Client Shared Documents http://ondemand.blackboard.com/

211

Instructors, Students and Admin:

Blackboard Help
New Release Info Supported Browser Information Help Manual: Key Topics, Search, All Bb Learn Topic and Details

https://help.blackboard.com/

212

Administrators:

Behind the Blackboard


Administrators need username and password

Resource for:

Support, Downloads, Documentation, Knowledge Base http://behind.blackboard.com

213

Ask Dr. C
Ask Dr. C is a free question-and-answer service moderated by a

dedicated, international group of your peers, fellow Blackboard clients. http://discussions.blackboard.com

214

Search the Knowledge Base


A repository of articles with solutions to common problems http://kb.blackboard.com WikiKB A repository of Knowledge Base articles with solutions to common problems. Maintenance Center Current technical information about products including known issues, release documentation and supported server and client configurations. Back to School Resources and client best practices relating to routine system maintenance, upgrade planning and other aspects of preparing students and faculty for returning to school.

215

Administrators and Developers:

Edugarage
Community for developers and designers Central repository for resources, information, collaboration,

sample code, getting started information


http://www.edugarage.com

216

Thank you

Sinora Dabney sinora.dabney@blackboard.com

Thank you!

Best wishes in all of your teaching and learning adventures.

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