Building Assessing and Monitoring Courses Updtdmay13-Newtemplate ppt1

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
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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
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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
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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.
18
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
20
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!
22
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.
23
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.
24
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.
25
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.
28
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
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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.
31
Customizing the Course Style
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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
36
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.
38
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.
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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
53
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
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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
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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
72
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.
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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.
80
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
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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.
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Checking Adaptive Release Paths
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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.
98
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

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

Option B: Add assignments to different Content Areas
104

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
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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!
140
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
141
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.
142
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.
143
Calculated Formula: Student Perspective
144
Calculated Numeric
Accepts numeric answers in a blank field Answer range can be specified Does not allow for partial credit
Student Perspective
145
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?
146
Either/Or
Similar to a True/False
question Several answer choice options Can change answer orientation
147
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)
148
Hot Spot
Image is uploaded, and
select portion of the image is marked as correct Student clicks on image to mark answer Automatically graded
149
Hot Spot: Student Perspective
150
Jumbled Sentence: Student Perspective
151
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
152
Quiz Bowl: Student Perspective
153
Ordering Test Questions
154
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.
155
Deployment and Grading Options
156
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
157
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.
159
Setting Test Options
160

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.
161

1. 2. Specify Differentiation Needs Specify Options for Score, Answer and Feedback display. 3. Select Test Presentation options.
162
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
163
Viewing and Grading Tests

1. On the Control Panel, click Grade Center under Evaluation.
164
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).
165
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.
166

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.
167

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.
168
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
171
Student Perspective: Accessing My Grades
Students access My Grades from the Course Menu.
172
Student Perspective: Viewing Grades
173
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
174
Roadmap Highlights

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.
177
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.
179
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.
180
Why Categories?
Categories are used to group related items together.
By default, the following categories are created:
Assignment Discussion Survey Test
181
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.
182
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.
185
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.
186
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.
191
Grade Center Color Coding
Visual Cues!
192
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.
193
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
197
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

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.
217

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BUILDING COURSES & ASSESSING AND MONITORING LEARNERS

Blackboard Learn R9.1

Activity: Exploring the End-user Perspective

Activity: Preparing to Teach Online

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

What are the delivery options?

Instructional Course Design

Identify the medium to be used

Obtain and/or create the required media

Planning the Course Design and Structure

structure them as you would want to see them?

Alternate Theories: Course Design

Building Courses: Course Development

Designing the Course Structure

Divider menu items

Blackboard Exemplary Course Design

Course Communication, Collaboration & Engagement

About the Course Menu

Determining the Content Organization

Five Steps to Course Menu Creation

Planning the Course Structure: Content

Activity: Plan the Course Structure

List tools you think you may want to use

Your Turn: Add a Content Area

Your Turn: Add a Tool Link

Create Item icon, shown as a

Your Turn: Organize the Links

Your Turn: Add a Subheader

Customizing the Home Page

Your Turn: Add Modules to Home Page

Reordering Modules: Keyboard Method

Accessible Reordering Tool also has arrows to move modules

Customizing the Environment

The Control Panel

Customizing the Course Style

Customizing the Course Style

Your Turn: Customize the Course Style

Adding Contact Information

Your Turn: Add Contact Information

Enter contact information

Check from the student view

Displaying Announcements & Notifications

Your Turn: Add an Announcement

or select date check boxes and enter dates and times.

Scheduling a Calendar Item

The Glossary Tool

Adding a Glossary Term

Adding a Glossary Term

Managing Glossary Terms

UPLOADING GLOSSARY TERMS

page, click Browse to

Editing or Deleting a Glossary Term

Your Turn: Add a Glossary Item

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

On the Glossary page, click Create Term.

Managing Uploaded Files

Collecting Content will allow you to:

for course files or for general institutional information

instruction or teaching multiple sections of a course