2009

ID Project No. 1
Use of Blackboard

Abstract:

This is an instructional design project for the learning management system tool,
Blackboard. This project includes four parts of the ID - learning context analysis,
learning analysis, learning task analysis, and learning assessment. This project
also provides an ID model and a rational for the design.

Farnoush H. Davis
Boise State University, Ed Tech Dept.
10/20/2009
Selected Topic
Use of a learning management system (Blackboard)

ID Model and the Rational

For the purpose of the instructional design for the Washington County, SC School District, I

chose the ASSURE model which was presented by Heinich, Molenda, Russell and Smaldino in

1999. Since this is a face-to-face training workshop and it also presents utilizing technology

tools, the ASSURE model provides these essentials. This model is a classroom-oriented and

focuses on media and technology. ASSURE is an acronym for Analyze learners, State objectives,

Select and Utilize media and materials, Require learner participation, and Evaluate and revise.

This model starts out with a thorough learner analysis including the learners’ attributes and

learning styles. For this particular classroom and lesson subject, we require a model which

emphasizes learner analysis and setting up the objectives. The reason is that the instructional

designer needs to gather some personal and professional information of the teachers to meet their

needs. Moreover, the emphasis on the outcomes helps the instructional designer to set up

appropriate objectives that fit the learners’ goals. In order to have effective learning, the learners

need to interact in the process, and this model provides this participation.

The abovementioned reasons were the critical issues for this instructional design, however, other

components of this model such as utilizing media and evaluation methods impact the teaching

process and the results of the workshop.

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Analysis of the Learning Context
In order to teach the use of Blackboard, we have been asked to design a 3-hour workshop. Since

this is a computer application, we require facilities with computers and internet accessibility.

This requirement has been confirmed, however, we are limited to 40 computers in the largest lab.

Since we have 160 teachers with only 40 computers we need an area with enough space for

group work. The table arrangement should be in a fashion where we can have one computer for 4

users. Since this may be the first experience that many of the participants have had with

Blackboard, the instruction should be designed using an instructor who can show and

demonstrate the features for everyone, and still allow the learners to follow and use the same

functions at their own workstations. The distribution of teachers at each table should include a

range of novice to expert, in order to provide more effective interaction between the users.

We already know the following facts: we will be instructing 160 K-12 teachers, their computer

skills may not be at a level for more detailed or advanced instruction and we need to incorporate

hands-on activities. We also know that we have most of the technology that we need, however,

having additional tools will help to make the instruction more thorough.

We need answers to the following questions:

• Does the computer area have a projection screen and instructor terminal?

• Are the 40 computer stations large enough to have 4 students at each one?

• Can the arrangement of the computer area be changed or the stations moved?

Depending on the answers we may need to change the instruction for a shorter time period, as

having only one student per computer would force us to shorten the design to allow everyone a

chance to practice. This would also mean that we would need to find other activities for the

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students who are not on the computer to do. If we are limited by the arrangement of the computer

stations we might ask if it is acceptable to have three shorter sessions and divide the teachers into

groups. For technical questions we will ask the computer facilitator for the location. The

questions about the course length and number of students that can be trained at the same time

will be addressed to the district superintendent.

Analysis of the Learners

Plan:
At this point of designing the instruction, it is critical to know who our target audiences are.

Every learner is a unique individual; however, there are some characteristics in which an

instructional designer can build their assumptions to meet the learners’ needs as much as

possible. We should also select the most important characteristics which affect the learning tasks

we are going to choose and our target audience in particular. According to the ASSURE model,

analyzing the learner is considered the initial step of designing because other steps of the

instruction are based on it. We want to create successful training with efficient materials and

effective methods to meet our learners’ expectations and learning goals. Some important

attributes, which can be either similarities or differences between the learners, need to be

considered, such as learning styles, cognitive styles, prior knowledge, social characteristics, and

motivation. To obtain this information we need to accomplish assessment of the learners through

interviewing and surveys. While we can assume some basic information about the teachers who

will participate in this training, for instance, all being from the same district with shared overall

goals and procedures and similar social attitudes and behaviors from their students, there are

many important variables that should be measured if we can. We need to prepare a survey with

relevant questions to provide specific information about the learners’ level of knowledge and

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experience with technology tools, personal and social characteristics, and their goals of taking

this intensive training. We also need to set up an interview with the principals and school

officials of the district to gather information regarding the teachers’ backgrounds and current

state of computer technology knowledge. The information that we get from the administrators is

actually a backup resource in case not all of the teachers complete the survey. Both of these

information sources should be completed at least one month prior to the scheduled workshop to

allow time to design the training to meet the needs of this specific audience. This is important

because every district has individual situations where technology is either already in use or is

hardly used at all. The training must be designed in a way that all of the teachers can understand

the ideas that are presented and also be able to use the resources to apply what they have learned.

Survey:
* The online form of this survey is available here.

1. What is your goal in taking this workshop to learn about Blackboard?

2. What type of skills do you desire to obtain at the end of this workshop?

3. Of the following different learning styles, which one(s) matches you the best?

a. Visual: using images, colors, maps, to organize information.

b. Auditory: learning through listening and lecture.
c. Social: learning in groups and interaction with other students and instructor.
d. Physical: learning by doing things rather than verbal or written description.

4. How would you describe your ability to use computers?

a. I have very little experience in using computers.

b. I have some experience with computers.
c. I have a good working knowledge of computers.
d. I am very capable with using computers.

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5. As a teacher how are you going to use Blackboard in your class?

6. What do you teach theoretical or practical concepts?

7. How many of your students own a computer and have access to the internet?

8. How much experience do you have in teaching with online technology?

9. What type of online tools have you used in your classroom? Which one do you prefer to work
with?

10. What type of assessment helps you to evaluate your learning the best?

a. Paper and pencil test

b. Presentation
c. Handout and discussion meeting

11. How do you currently use technology in your classroom? (check all that apply)

a. I use technology in the creation of classroom materials and activities

b. I use technology in presentation of classroom materials and activities
c. I fully integrate technology into my lesson plan including internet and online courses

12. Provide a list of significant and relevant information – personal and professional – which
may impact your learning results of this workshop.

Survey Report:
Out of 160 teachers we received 140 competed surveys. That means that we do not have specific

pieces of information including learning styles, personal goals, and background knowledge of

almost 1/8 of the participants. However, the remaining 7/8 of the participants provided good

information to design a thorough instruction for this training.

Based on the given responses, the majority of teachers are either able to work with computers

and technology applications or are very expert in the field (Figure 1). In addition, a number of

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teachers are already utilizing and integrating technology tools in their classrooms. However,

there are teachers who know very little about technology applications. This small percentage

somewhat relates to their instruction fields which do not require them to learn or their school

administration to provide the required technology tools.

Figure 1

Computer Ability
Little Some Good Capable

30% 9% 22%

39%

This chart also provides information on the participants’ background knowledge and how

experienced they are in using technology, especially online tools like LMS (Blackboard).

The graphic below (Figure 2) shows that most of the participants learn more effectively by doing

hands-on exercises, group work, and visual materials. This is important to know because we had

to put the learners in groups of four as a result of the computer facility workstation shortage. The

10% auditory audiences explain that instruction should be less lecture and have more practical

training.

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 Figure 2

Learning Style
Visual
30% 32% Auditory

Social

Physical
10%
28%

The results of the survey indicate that most of the teachers were interested in this workshop

because they wanted to use computers and online technology more in their classrooms, since

99.9% of their students have the ability to work with computer applications and have access to

high speed internet. However, ¼ of the teachers stated that they were taking this training because

it was required by the district. We can assume that the participants are motivated enough to

create a collaborative high intermediate training workshop to present the needed skills and

information.

Analysis of the Learning Task

Learning Goal:
At the end of the workshop the learners would be able to design a basic lesson in Blackboard.

Task Analysis:
* In the following flowchart we assume that the district has already bought Blackboard
administration for the schools’ and teachers’ use. Therefore, the presented task order is not for
Blackboard free trial.

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Learning Objectives:
1. Identify the main elements of Blackboard.
2. Sign up and log into Blackboard.
a. Create user accounts for students and enroll them
b. Create user account for observers (peers/instructor)
3. Format the appearance of the lesson Web page(s) to reflect four principles of online
design.
(1) Contrast
(2) Repetition
(3) Alignment
(4) Proximity

4. Demonstrate the use of Blackboard to create an online lesson.

a. Utilize the control panel component
b. Manage the navigator
i. Customize the appearance of the buttons
ii. Add or Remove elements on the lesson menu
c. Upload/insert files, video and audio, images, and compose in Blackboard.
d. Set up a grade book with the students’ names
5. Prepare an instructional sheet on how to design a lesson in Blackboard.

Assessing the Learning

Assessment is a critical component of a successful teaching and learning process since it should

directly address the learning outcomes. Based on the practical concept of the topic and the

information we gathered from the audience of learners, a completion of a “project” is an

appropriate evaluation for this workshop, where the learners will each have to design a very

basic working class. This assessment is a combination of self-assessment and instructor

assessment. The learner will not only demonstrate their abilities to perform the skills with the

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knowledge they have obtained, but the instructor’s feedback will also help them to learn about

their strengths and weaknesses to reinforce their progress.

The learners will be graded not only on the necessary components that Blackboard provides but

also on the principles of graphic design, like contrast, alignment, repetition, and proximity. The

basic things that they must demonstrate in their lesson in Blackboard are:

• A “course” title

• An introduction to the course and new lesson in the “Announcements” section

• Lesson title, objectives, and assignments in the “Assignment” section

• Create accounts and enroll their students into the class

• Set up a grade book with their students’ names

• Incorporate the principles of graphic design

I chose each area because it is a basic component of every course. No matter what subject a

teacher much teach and no matter what level they have to teach at, the things I have listed on the

rubric will be important to them all. Since the assessment is the demonstration of things they

have learned, I also needed to make each item specific enough to score but also flexible so that

students can be creative with their solutions. For some of the steps in the Blackboard rubric they

only need to follow instructions, like enrolling the student or creating a grade book. I tried to

keep the basic instructions to only a few areas in the rubric because if the learners follow the

steps they should have no trouble creating the framework of their course. However, once they get

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to that point they need to use the tools available to be creative with the rest of the content, which

include:

• Teacher/staff information

• Discussion room

• Applicable and accessible tools for their students on navigation buttons

• Adding images or videos

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Assessment Rubric:

Excellent Adequate Insufficient

Areas List
90% - 100% 70% - 89% 0% - 69%
• course title
• introductory note
in the Most of the
Announcements required and Some of the
section All of the
basic required and basic
• lesson title, required and
components of components of
Required objectives, and basic
Blackboard are Blackboard are
Components assignments in components of
addressed to the addressed to the
in the Assignment Blackboard are
project. One or project. More than
Blackboard section addressed to
two requirements two requirements
• accounts the project. Site
are missing. Site are missing.
functions
creation and functions There are some
50 points properly and
students properly but not technical
easy to navigate
enrollment into organized to problems with site
for users.
the class navigate for function.
• grade book users.
setup with
students’ names
All of the extra Most of the extra Some of the extra
• Teacher/staff components of components of components of
Extra information Blackboard are Blackboard are Blackboard are
Components • Discussion room added to the added to the added to the
in • Applicable and project Site project. One or project. More than
Blackboard accessible tools functions two components two components
for their students properly and are missing. Site are missing.
for Creativity
on navigation easy to navigate functions There are some
buttons for users. properly but not technical
30 points • Add images or organized to problems with site
videos navigate for function.
users.

The site The site

• Contrast The site
Principles of appearance and appearance and
appearance and
• Alignment design reflect design reflect one
Graphic design reflect all
• Repetition three out of four or two out of four
Design four principles of
• Proximity graphic design.
principles of principles of
graphic design. graphic design.
20 points

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References:
Gustafson, K.; Branch, R. (2002). Survey of Instructional Development Models, ERIC
Clearinghouse on Information and Technology, New York.

Smith, P., & Ragan, T. (2005). Instructional Design. John Wiley & Sons, Inc.

Dawley, L. (2007). The Tools for Successful Online Teaching. Information Science Publishing.

Jonassen, D., & Land, S. (2000). Theoretical Foundations of Learning Environment. Mahwah,
New Jersey: Lawrence Erlbaum Associates.

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