Reid 1

Designing a Learning Module in Blackboard

Problem Identification
Enrollment figures indicate there is a steadily increasing demand for online courses. In order
for higher education institutions to remain competitive, they must keep up with emerging
technologies, and offer its constituents courses in online formats in addition to traditional
courses. Consequently, it is imperative that a university provides thorough yet efficient
training and support for the development of these online courses. Developing a course
online requires conceptual knowledge of the Learning Management System (LMS) and a
deep understanding of its applications to make it successful. Although designing an online
English course may appear tedious and daunting, especially to instructors unfamiliar with
technology, its benefits are enormous. Even when offered as a supplement to a traditional
course, online courses:
• Promote participation in a collaborative-learning environment
• Provide a framework to accomplish course objectives
• Document and measure student progress and assessments

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

Learner
English faculty at a higher education institution delivering an Introduction to Literature course
online.

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

Administration
Acquires Blackboard license
Makes course available to instructors

Instructor
Creates login to Blackboard site Covered in this Unit of Instruction
Develops the first learning module

Instructor
Designs the rest of the course
Develops assessment tools

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

Refine Goals
• Develop a Learning Module using best practices
• Organize main window in Blackboard to be easily navigable
• Understand the concept you are teaching the learner and which method of delivery is most
suitable
• Identify each Course Tool and its function
• Develop introductory podcast to student welcoming them to the course
• Collect valid documents and external links relevant to the content
• Upload syllabus and supplemental documents/links to the appropriate Course Tool
• Set virtual office hours
• Create a login using a secure password, consisting of alphanumeric letters

Rank Goals
1. Develop a Learning Module according to Best Practices for online learning.
2. Determine which delivery methods are most suitable for concepts being taught.
3. Organize main window in Blackboard to be easily navigable.
4. Identify each Course Tool and its function.
5. Collect valid documents and external links to relevant content.
6. Upload supplemental documents/links using the appropriate Course Tool.
7. Create a login using a secure password consisting of alphanumeric characters.

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

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

Learner Analysis
General Characteristics

The learner is an instructor of English in higher education, including males and females who
hold a Master’s Degree in English or a related field, having completed eighteen (18) or more
content hours in graduate-level English. There will be four subgroups of this audience:

1. English instructors with experience teaching this course previously

1a. Instructor is familiar with Blackboard
1b. Instructor has never implemented Blackboard in instruction
2. English instructors who have not taught this course previously
2a. Instructor is familiar with Blackboard
2b. Instructor has never implemented Blackboard in instruction (primary audience)

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

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

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

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

Specific Characteristics

Physical Characteristics
• No gender specificity
• Age 20 and above
Educational Characteristics
• Having completed 18+ graduate English hours
• Ability to navigate websites
Psychological Characteristics
• Highly motivated
• Independent
Specific Competency Prerequisites
• Learner knows how to open applications on a computer
• Learner understands how to create, save, and open a file in a word processor
• Learner knows how to navigate multiple open windows
 Reid 4
Task Analysis – Content Structure
Concepts:
LMS
Course Tools
Icons and symbols in Blackboard
Learning Module
Files
Links
Assignment
Discussion Thread

Principles & Rules:

An acceptable password in Blackboard is any combination of 4 letters and 2 numbers.
Individual Course Tools are represented by a corresponding icon.
When uploaded correctly, files are copied from the user’s local machine (C:) to the LMS.
Online courses must satisfy the following recommended Best Practices:
1. Learning Modules contain Documents/Links, Discussions, Assignment & Feedback
2. The student must be able to locate course material in 3 clicks or less.
3. Include an open forum in the discussion board in which students can post freely
4. Post model assignments in each Module.
5. Use a variety of formats/materials to introduce the content in each Module.

Procedures:
Uploading a file
Inserting a link
Creating a discussion thread
Creating an assignment
Identify Course Tools and understand their functions

Interpersonal Skills:
Identifying and differentiating between appropriate and inappropriate communication
between instructor and student.
Differentiating between adequate and inadequate discussion board posts
 Reid 5

Topic Analysis

I. Learning Management System (LMS)

A. Software application
B. Provides learning platform for teachers, administrators, and students
C. Can be open-source or fee-based
1. Example open-source programs include Moodle, Docebo, ATutor
2. Example fee-based programs include Blackboard, WebCT

II. Course Tools

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

Course Tool Icon Function

Calendar Display day, month, year calendar activities
Search Search within the Blackboard site for people and files
Syllabus Instructor may attach his syllabus here
Announcements Allows instructor to create and post messages
Chat Users may chat in real-time
Discussions Section to openly post discussion topics and threads
Mail Communication tool for enrolled users
Roster Provides member profiles and contact information
Who’s Online Displays users currently logged into the site
Assessments Instructor may add quizzes, surveys, and tests here
Assignments Instructor may create and distribute assignments
Goals Instructor may state goals and objectives here
Learning Modules Folders for organizing and delivering content and files
Local Content Displays content on the user’s local computer
Media Library Storage space for user to compile audio and video files
SCORM Module Allows instructor to import external files and images
Web Links Compiles a list of hyperlinks and URLs
My Files File management tool for users
My Grades Allows users to view their recorded grades
My Progress Tracks student progress in the course
Notes User may take notes and store in this course tool
 Reid 6

III. Learning Module

A. Folder used for organizing content
1. There are two basic ways to setup modules:
a. Weekly Learning Modules – provides the content for that week
b. Topic Learning Modules – “Chunking” groups content by topic
2. Students may access the Modules at any point to retrieve materials
B. Modules must include the following components: Documents, Links, Discussion
Thread, an Assignment, and Feedback
1. Documents
a. For example: Handouts, articles, PowerPoints, graphic organizers
2. External Links
a. For example: Websites for online etiquette, MLA and APA format
3. Discussion Thread
a. For example: Questions on reflection or response to material
4. Assignment
a. For example: Quizzes, tests, writing samples, final projects
5. Feedback
a. For example: A survey asking for student input about the course

IV. Files
A. Electronic packet of information
B. Classified by their extension
1. The extension denotes the file type, and the program type needed to open it.
a. .doc – text file, opens with Microsoft Word
b. .ppt – Powerpoint presentation, opens with Microsoft PowerPoint
c. .jpeg – picture file
d. .wmv – audio file
e. .mov – video file requiring Apple Quicktime to view
f. There are many more in addition to these common file extensions
C. Common terminology associated with files is as follows:
a. “open the file”
b. “download the file”
c. “upload the file”
D. Range in size
1. Measured in:
a. Bit
i. Either a value of 0 or 1
b. Byte
i. 8 bits
c. Kilobyte
i. 1,024 bytes
d. Megabytes
i. 1,024 kilobytes
e. Gigabytes
i. 1,024 megabytes
f. Terabytes
i. 1,024 gigabytes
 Reid 7

V. Links
A. Connection from one website to another.
B. Also known as “hyperlink,” or “weblink.”
C. Is commonly denoted in blue font
a. For example: www.odu.edu
D. The implied prefix for an external link is http:// but is not necessary
E. Links may be opened in one of three ways:
a. Open link in new window
i. Linked website opens in a separate window
b. Open link in a new tab
i. Linked website is tabbed at the top of the open window
ii. For navigational purposes, this is the preferred method
c. Open link in same window
i. Linked website replaces the currently opened website

VI. Discussion Thread

A. Forums in which site users can post and view responses to topic questions
B. There are three versions for creating a discussion forum:
a. Threaded
i. Most commonly used method
ii. Hierarchical structure of post and reply messaging
b. Blog
i. Freer, non-restrictive structure of post and reply messaging
c. Journal
i. Private messaging with instructor through a compilation of
posts
 Reid 8

Task Analysis

(1) Accessing the Blackboard URL

To access the Blackboard website, visit https://ncvista.blackboard.com
1. Select UNC Wilmington
2. Click “Log In”

(2) System Requirements

Blackboard requires your computer to have certain requirements for its applications.
1. For compatibility requirements, click “Check Browser” on the Blackboard login
page.
a. This produces a report that tells which, if any, adjustments need to be
made on your computer.
2. Verify Java Runtime Environment is installed and working properly. This is a
default application on most computers.
a. If you do not have Java Runtime Environment, it is downloadable for
free at: http://www.java.com/en/download/manual.jsp
3. Verify that your pop-up blocker is not preventing applications from opening in
Blackboard.
a. For Mac OS users:
i. Open Safari and click on the Safari tab at the top
ii. Confirm the option Block Pop-up Windows is not checked
b. For PC users:
i. Open Internet Explorer and click on Tools
ii. Select Pop-up Blocker and make sure it is not activated

(3) Creating a Login

The university assigns you a default username.
1. Your username is nb_lastnamefirstinitial
a. For instance:
i. Joe Smith = nb_smithj
ii. Wendy Jones = nb_jonesw

You must create a secure 6-digit password.

1. The password must contain 4 lowercase letters and 2 numbers, in any order.
a. Acceptable passwords:
i. ella21, 5jose7, co23mp
b. Unacceptable passwords:
i. ELLA1, joseph68, 123456, password

(4) Determining Site Content

What content is necessary to your learning module?
1. Determine what content is going to be covered in the module
a. For the purpose of explaining this unit:
i. A Learning Module teaching literary elements that uses John Updike’s
short story “A&P.”
 Reid 9

2. List materials the learner will need to understand the content

a. For instance, the learner will need:
i. A short story: “A&P” by John Updike
ii. A link to the text for the short story:
http://www.tiger-town.com/whatnot/updike/
iii. A document explaining literary elements and their definitions
Appropriate examples: PowerPoint, podcast, Word document
iv. An area to respond to questions about literary elements
v. An assessment to show understanding of literary elements
3. Now, group these items according to categories with higher-level similarities
a. For instance, into each of the following components:
i. Introductory Documents and Materials
ii. External Links
iii. Discussions
iv. Quiz & Assessment

(5) Creating a Learning Module

You are designing the Learning Module for your students
1. On the left side of the screen select “Learning Modules”
2. Click “Create Learning Module”
a. Give the Learning Module a title
b. Click “Save”
c. Your Learning Module will appear as:

(6) Uploading Course Documents and External Links

1. Click on the name of your Learning Module
2. To upload a file from your flash drive:
a. Select “Add File”
b. Then “Browse for Files”
c. Once the dialog box opens:
i. Search on your flash drive, select “Removable Disk”
ii. Select the desired file, then “open”
iii. The file appears in the “browse” dialog box
iv. Select “attach”

3. A sample of materials that should be included in this module is:

a. Document explaining definitions of literary elements
b. Sample short stories that highlight use of literary elements
c. PowerPoint highlighting the usage of literary elements

4. A sample of external links that should be included is:

a. A link to the short story
 Reid 10
b. Supplemental websites that demonstrate applications of literary elements
c. Live Tech Support - http://uncw.edu/itsd/help/livesupport.html

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

(7) Creating a Discussion Thread

In addition to uploading files in the Learning Module, you are creating a discussion thread to
have students respond to the initial presentation of the material.

1. To create a discussion thread:

a. Select “Add Content Link”
b. Then click “Discussions”
c. Create a Discussion Topic using one of the following forms:
i. Threaded topic – traditional post and reply messaging
ii. Blog topic – collaborative blog space for posting entries
iii. Journal topic – this writing is private with the instructor
d. Give the Discussion Topic the title, “Literary Elements”
i. In the instructions box, describe your expectations for this thread
ii. Develop questions on literary elements in the short story “A&P”

(8) Assessing the student

To check that students read understand the content, they are writing a short story that
exhibits each of the literary elements. It does so by highlighting the individual elements
throughout the short narrative.

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

(9) Feedback
According to Best Practices for online teaching, you should allow the opportunity for student
feedback in every module by giving them a platform in which they can freely express their
thoughts and opinions about the course.
1. Develop a short survey or questionnaire to collect feedback from students.
a. On the left hand side of the Blackboard screen, select “Assessments.”
b. Select “Create Assessment.”
c. Give the survey a title, and click the button next to “survey” under “Type.”
d. Click “Save and Add Questions.”
e. Select “Create Questions” and choose from the list of options:
i. calculated, combination, fill-in-the-blank, jumbled sentence,
matching, multiple choice, paragraph, short answer,
true/false.
 Reid 11

2. Develop questions that will enhance this module for future students
a. For example:
i. What was helpful about this Learning Module?
ii. What did you not understand in this Learning Module?
iii. What are some suggestions to improve this Learning Module?
iv. A section for general comments

Preinstructional Strategies – Overview

You are developing an online Introduction to Literature course at a 4-year university.
Too often, technology is viewed as a distraction for the student because, when poorly
designed, it can cause friction between the learner and the content being delivered. This
friction may hinder the student’s academic achievement. The intention of this unit is to
provide you with the tools necessary to provide the learner with an easily navigable course in
a Learning Management System, and, ultimately, to reduce the friction between the learner
and the content. By the conclusion of this lesson, you will have constructed the first learning
module for your course site in accordance with common Best Practices strategies. This will
serve as the template for the development of the rest of your course in the Learning
Management System: Blackboard.
Of the four pre-instructional strategies: Pretests, Objectives, Overview, and Advance
Organizers, the Overview provides the most comprehensive introduction to the purpose of
the unit, and is the most direct in introducing central themes. I chose not to use Pretests
because most learners are not going to possess prior knowledge of the content. The
Objectives strategy has not been proven to be an effective method, thus eliminating that
option. Lastly, an Advance Organizer is not an appropriate strategy for this unit because it
addresses more facts than concepts, and this unit is heavily reliant upon concepts and rules.
 Reid 12

Objectives

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

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

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

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

• Given instruction on how to develop a learning module, learner will demonstrate

how to develop sequential modules with 100% accuracy. (application/procedure)

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

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

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

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

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

• Given a sample Learning Module, learner will evaluate whether or not the module
accomplishes best practices standards for developing an online course with 100%
accuracy. (application/principle)
 Reid 13

Objectives and Presentation Strategies

Objective 1:
Given a list of example usernames, the learner will deduce the rule for developing a
username with 100% accuracy (application/rule).

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

John Smith = nb_smithj

Carolyn Patterson = nb_pattersonc
Darryl Brown = nb_brownd
George Jamison = nb_jamisong
Harry Johansen = nb_johansenh

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

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

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

User’s First & Last Name Username

Joanne Hunnicutt
nb_jerrisonf
Derek Jones
Pamela Carey
nb_sperryr
 Reid 14

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

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

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

Acceptable: ella42, 7smit6, hr45ty

Non-acceptable: ellas1, 123456, derek54

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

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

Circle the passwords that are acceptable for Blackboard users.

turn12 fitzy6 tera1 4tilm3 dary00

1*rtys alan489 11smoi 0t0yu to6w8n

 Reid 15

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

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

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

Test Item:_______________________________________________________________
Learner is given five different scenarios and asked which Course Tool would be most
appropriate to solve the problem.

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

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

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

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

Scenario #5
You would like for your students to compose a narrative essay in which they identify literary
elements in the story. Where would you post the criteria for the assignment, and where
would the student go to submit it?
 Reid 16

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

Initial Presentation:_______________________________________________________
Show the learner, through pictures, the process of selecting and uploading a file and external
link to Blackboard.

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

Test Item:_______________________________________________________________
The learner will demonstrate how to upload one file and one external link to their Learning
Module.
 Reid 17

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

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

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

Test Item:_______________________________________________________________
The learner will demonstrate how to create a completed discussion thread in their Learning
Module in Blackboard.
 Reid 18

Objective 6
The learner will demonstrate the process of creating an assignment using the appropriate
course tool in Blackboard (application/procedure).

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

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

Test Item:_______________________________________________________________
The learner will demonstrate how to create and assignment and add it to their Learning
Module.
 Reid 19

Objective 7:
The learner will demonstrate how to create a feedback survey using the appropriate course
tool in Blackboard (application/procedure).

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

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

Test Item:_______________________________________________________________
The learner will demonstrate how to create a feedback survey and post it in their Learning
Module.
 Reid 20

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

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

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

Test Item:_______________________________________________________________
Learner will answer a short answer question asking whether the sample Learning Module
meets best practice standards, why or why not? What, if any, concepts are missing?
 Reid 21

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

Initial Presentation:_______________________________________________________
Learner is presented with screenshots of a finished course in Blackboard and is provided a
rubric with which he will be assessed.

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

Checklist Yes No
My Learning Module is organized well, and everything in it is easily accessible.
All of my content in the Module is accessible within three mouse clicks.
I have included each of the five necessary components:
Documents
Links
Discussion Thread(s)
Assessment(s)
Feedback Survey
There is variety in the presentation of my materials (i.e. different formats).
I include an open forum in the Discussions section for student questions.

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

Rubric for finished Learning Module

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

Some, but not all, All content is able to be
Content is missing, or
Navigability content easily located within three clicks of
hard to access.
accessible the mouse
All components present:
Module is missing two Module is missing Documents, Links,
Components
or more components one component Discussion, Assessment, &
Feedback
Lack of variety in Learner is presented
No variety in
Variety presenting information in a variety of
presenting information
information formats
There is not an open An open forum Discussion
Open Forum forum available in the - Thread is available in the
Discussion Thread Learning Module
No model assignment A model assignment is posted
Model Assignment is posted anywhere in - in the Learning Module for
the Learning Module student reference
 Reid 22

Sequencing Content – Sophistication

Because the unit begins with teaching more basic, procedural tasks such as accessing the
Blackboard site, and understanding how to upload a file, the sophistication phenomenon
under Concept-related sequencing was chosen. The unit progresses from basic procedural
tasks and identification of tools to developing a coherent, effective Learning Module that
satisfies the learner’s objectives. The learner must first understand concrete facts such as the
Course Tools and their functions, before he can apply them effectively to his Learning
Module. An abstract application of best practices in developing an online course in
Blackboard is necessary for the unit to be successful.

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

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

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

Evidence
In order to draw conclusive evidence and results from the evaluation, the following must be
taken into consideration:
• sample size of leaners
• accuracy of evaluations
• influential outside variables

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

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

Reporting
A final report document will be developed in order to increase readability of the findings.
 Reid 23

Learner Evaluation

Date: _____________, 20___

Course: _____________
Name: __________________

Your current job title: ______________________________________________________

Reason for taking this course:________________________________________________

On a scale of 1-5, rate: Poor Good Excellent

The organization of the course 1 2 3 4 5
The clarity of information presented 1 2 3 4 5
The relevance of the material to you 1 2 3 4 5
The difficulty of the material covered 1 2 3 4 5
The level of understanding upon completion 1 2 3 4 5

Check all that apply:

This course was:

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

What new information did you learn?

What changes would you make to this course?

In the provided space below, please give any additional comments/suggestions you have:
 Reid 24

SME Evaluation

Date: _____________, 20___

Course: _____________
Name: __________________

Current job title: ______________________________________________

Reason for taking this course: ____________________________________

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

Rate the following questions using

1 – Strongly Disagree
2 – Somewhat Disagree
3 – Neutral
4 – Somewhat Agree
5 – Strongly Agree

1. This course satisfied all the objectives it set forth ________

2. The content in this unit was easy to understand _________
3. The steps in the unit were logical and coherent __________
4. The images were helpful in understanding content _______
5. I would recommend this course to a learner ____________

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

What is positive about the unit?

What is negative about the unit?

Reid 25
 Reid 1

Module Design
Designing a Successful Learning Module in Blackboard

Date:
November 30, 2009

Prepared By:
Alan Reid

E-mail:
areid011@odu.edu

Phone:
(910) 465 2332

Address:
339 Okeechobee Rd.
Wilmington, NC 28412
 Reid 2

Table of Contents

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

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

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

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

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

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

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

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

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

Unit Test …………………………………………………………...22

 Reid 3

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

an increase of 20% from 2007. 1

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

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

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

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

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

applications before it can be successfully implemented into a course.

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

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

fostering skills in technology simultaneously.

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

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

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

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

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

1
Clionsky, Brian. (April 11, 2009). Why Blackboard Looks Smart. Seeking Alpha. Retrieved from
http://seekingalpha.com/article/130473-why-blackboard-looks-smart.
 Reid 4
Why Should I Use a Learning Management System?
A Learning Management System (LMS) is a software application that provides a learning
platform for teachers, administrators, and students. It is a source for communication,
organization of course materials, and evaluation. Learning Management Systems are either
open-source (free), or fee-based. The most common fee-based program used in higher
education is Blackboard.

There are numerous advantages to using Blackboard. This unit is aimed at improving the
development of the architecture of the Blackboard course, namely, the anatomy of the
Learning Module. Learning Management Systems can be used in two ways: as a supplement
to a traditional course, or as the platform for an entire online course.

Promotes student collaboration

Documents student progress
Provides real-time interaction
Unlimited student access

Let’s Begin
Your university has purchased a license to use Blackboard. You are teaching an online
section of an Introduction to Literature course. You have 22 students. Go.

Many times, instructors are just assumed to know how to launch a successful course in
Blackboard. More importantly, they are expected to develop effective, valuable courses that
offer equal, if not greater than, instruction that the traditional classroom learner experiences.
The truth is, however, online instruction takes a great deal of organization, planning, and
thoughtfulness to be effective. There are commonly accepted principles for designing an
effective Blackboard course, referred to as “Best Practices.” Throughout this unit, you will
see sections denoted with a lightning bolt. These notes indicate an important strategy that
should be applied to your Blackboard site because it is an accepted Best Practice.
 Reid 5
Meeting the Requirements

To begin, access the Blackboard server for our university system by typing
https://ncvista.blackboard.com in the address bar. The following screen will appear.

Next, select “UNC Wilmington.” You are directed to the login page. Click “Login” to see
the screenshot on the next page. Now, it is time to determine whether or not the computer
on which you are working is compatible with the requirements to run Blackboard. This is
essential because if your computer is not configured to operate Blackboard, it will disallow
different components of the program.
 Reid 6

To check the compatibility of your system, select the “Check Browser” button. This will
automatically run a diagnostic of your computer and tell you which, if any, components are
not configured for Blackboard. It will also give you a step-by-step procedure of alleviating
any issues with compatibility you may have.

To operate Blackboard, your computer should have Java Runtime Environment installed.
This application is default on most computers, but if you are missing the program, it is
downloadable for free at
http://www.java.com/en/download/manual.jsp

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

If you are using a Mac: Open Safari, click the “Safari” tab, and verify the blocker is off.
If you are using a PC: Open Internet Explorer, click “Tools,” and verify the blocker is off.
 Reid 7
Creating A Profile
As a faculty member, you are automatically issued a default username for Blackboard. You
do, though, create a unique and private alphanumeric password for your account. The
following stick figures2 are each given a name and their corresponding username for
Blackboard. Can you identify the pattern?

1. 2. 3. 4. 5.

1. John Smith = nb_smithj

2. Carolyn Patterson = nb_pattersonc
3. Darryl Brown = nb_brownd
4. George Jamison = nb_jamisong
5. Harry Johansen = nb_johansenh

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

What is your username? _______________________

2
image retrieved from http://www.how-to-draw-funny-cartoons.com
 Reid 8
Developing an Alphanumeric Password
It is up to you to create a profile and a secure password so that you may access your account
from any computer. Since Blackboard operates on a web browser, it does not anchor its
users to any one specific location. Isn’t that great?

To access Blackboard, you must create an alphanumeric password that is unique to your
account. The guidelines in Blackboard state that an acceptable password will consist of six
digits altogether: four (4) lowercase letters and (2) numbers, in any order.

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

123456 987cate 1800fr 32john e7yu8h

abc123 ella27 1bell1 sanf49 uyrt654

abcd12 ghty5y uity68 benga7 dogg89

Write your password here: _______________

*Remember, passwords are private information. Keep this sheet only for reference purposes.
 Reid 9

Tools of the Trade

Within Blackboard, there are twenty-one applications, which are referred to as Course Tools.
Each tool has a different function and a different icon to represent it. The icon often
associates the tool with its functionality. For example, the Calendar tool is represented by a
picture of a table grid; the Mail tool is symbolized by an envelope; the Chat tool is a callout.

Course Tool Icon Function Example

Calendar Display day, month, year calendar activities To monitor the agenda, due dates
Search Search within the Blackboard site for To search for a lost file
people and files
Syllabus Instructor may attach his syllabus here To find information about the course
Announcements Allows instructor to create and post To communicate with students
messages
Chat Users may chat in real-time To communicate with students/peers
Discussions Section to openly post discussion topics To post open or closed discussion
and threads topics and responses
Mail Communication tool for enrolled users To communicate with students
Roster Provides member profiles To view classmate information
Who’s Online Displays users currently logged into the site To see who is currently online
Assessments Instructor may add quizzes, surveys, and To assess learning through a variety
tests here of medium
Assignments Instructor may create and distribute To assign work with a specified due
assignments date to students
Goals Instructor may state goals and objectives To relay objectives of the course
here
Learning Modules Folders for organizing and delivering To organize material & course
content and files content
Local Content Displays content on the user’s local To view files on local computer
computer
Media Library Storage space for user to compile audio and To store audio/video files
video files
SCORM Module Allows instructor to import external files To import external material
and images
Web Links Compiles a list of hyperlinks and URLs To organize a list of external links
My Files File management tool for users To organize files into categories
My Grades Allows users to view their recorded grades To allow student to see grades
My Progress Tracks student progress in the course To allow student to see progress
Notes User may take notes and store in this To take notes
course tool

Figure 1.1 A description of Blackboard’s Course Tools, their icons, functions, and example.
 Reid 10

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Below is a list of common scenarios with which you may be faced as an instructor. Each
scenario can be addressed using a different Course Tool. Using figure 1.1, judge which
Course Tool will be most effective in each scenario.

Scenario Course Tool

____You would like to search your computer a. Discussions

for a file you wish to upload to Blackboard b. Announcements
c. Assignments
____ You want to create a folder to contain d. Local Content
the content you are teaching that week e. Learning Module
f. Chat
____ You want to tell everyone in your class g. Assessments
a very important message h. Media Library

____ You have a topic you would like for

your students to openly discuss with one another

____ A student would like to talk with you virtually

____ You would like to add a feedback survey

____ You need a place for students to submit their

project

Now, choose a Course Tool from the list on the previous page and develop your own
scenario in which it would be used.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 Reid 11

Getting the Content

So far, you have successfully logged in, created a user profile, and learned the “tools of the
trade.” Now it is time to personalize your course site to fit your needs. We will be creating a
Learning Module for an Introduction to Literature course. Specifically, it will introduce and
focus on literary elements by analyzing a short story by John Updike: “A&P.”

Best Practices Alert!

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

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Under each section below, list examples of materials that you would like to include in your
Leraning Module to implement this lesson on literary elements.

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

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

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

________________________________________________________________________
________________________________________________________________________

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

________________________________________________________________________
________________________________________________________________________

Feedback - questions that give the learner the opportunity to relay his
attitude towards the effectiveness and execution of the Learning Module.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 Reid 12

Creating the Learning Module

A Learning Module is a folder in Blackboard that delivers content and information to the
learner. There are two common methods used when designing Learning Modules in
Blackboard: Weekly topics, and Chunking. Learning Modules that group course material into
weeks of the semester uses the first method. Chunking is when “chunks” of material are
grouped into a Learning Module and delivered that way. For this unit, we are going to be
chunking the information into a Learning Module on literary elements.

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

2. Select “Create Learning Module.”

 Reid 13

Uploading your Material

Your Learning Module has been created, and you have already outlined the material you
would like to include in the module under the “Getting the Content” section on the previous
page, now it is time to upload the information to the site. You will first upload Documents
and External Links to the Learning Module, and then you will develop the Discussion
Thread, Assignment, and Feedback.

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

1. Select “Browse for Files” under the

“Add File” button.

2. In the dialog box, choose the file

from its location on your computer.
Click “Open.”

3. Your file now appears in the

Learning Module
 Reid 14

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

1. Select “Add Content Link.” In the new

window, roll the mouse over “Web Link”
and select “Create Web Link.”

2. Give your link a title

in the Title box.

3. Type the address of

the link in the Web
Address (URL) box.

4. Click Save.

The processes to upload a file or an external link are very similar and are unchanging. In
order to add additional documents and links, repeat the steps outlined above.
 Reid 15
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In the space provided, paraphrase the steps necessary to upload a file such as a PowerPoint.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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

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

Best Practices Alert!

Include a variety of documents in your Learning Module so that the material is engaging to
your students. Do not just upload a bunch of Word documents. Include PowerPoints with
pictures, short videos, web clips, and even audio samples such as podcasts to diversify the
format of the instructional content.
 Reid 16
Creating the Discussion

You have uploaded the documents and links to material you would like your students to use.
Now it is time to develop a discussion thread to engage online learners in a conversation
about the use of literary elements in the selected short story “A&P” by John Updike.

In order to accomplish this, you will use the Discussions Course Tool, and creating one is
very similar to uploading an external link, which you have already done.

1. Select “Add Content Link.” Roll the

mouse over “Discussions” then select
“Create Discussion Topic.”

2. Choose from 3 types of threads:

Threaded: Users post and reply to each other
Blog: Users collaborate on one topic/theme
Journal: Private messaging between user and
instructor

3. Give the discussion thread a title.

4. If desired, assign the discussion a

point value. Then select “Save.”
 Reid 17

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

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

Best Practices Alert!

In the Learning Module, you should always include one “open forum” Discussion Thread.
In the open forum, students can converse about things related to the material, and ask
questions that may not necessarily be addressed in the content-related Discussion Thread.
This gives the student a voice in an online setting.
 Reid 18

Creating the Assignment

At this point, you have uploaded files and external links, and created a discussion thread to
engage the learner in a conversation about the material in your Learning Module. In order to
gauge whether learning has taken place, you will need to assess the student. An assessment
can be done using a variety of methods in Blackboard. You could administer an exam or
assign a project-based evaluation. For this example, let’s say you are asking the students to
write a short story of their own, highlighting the individual literary elements that were
learned earlier in the Learning Module.

1. On the left hand side, under Course

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

2. Give your assessment a title.

If desired, provide a
description of the assignment.

3. Give your assignment a due

date. An option is to disallow late
submissions. Click “Save.”
 Reid 19

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

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

Best Practices Alert!

It is a common Best Practice to include a model assignment to serve as a reference model
for the student. To ensure your students meet your expectations for the quality of the
assignment, a sample from a previous class should be posted. If you do not have student
work from a previous class, it is recommended that you complete a model assignment.
 Reid 20
Asking for Feedback

According to Best Practices for teaching online, the learners should be provided with
multiple chances to provide their feedback or express their concerns. Therefore, it is
recommended that an optional feedback survey or short questionnaire be provided in each
Learning Module. The following images demonstrate the method for creating a feedback
survey.

1. Select “Create Assessment”

from the home screen

2. Give the survey a title

3. Select “Do not base

on an existing
assessment” and click
“Save”

4. Choose the type of question you will

use from the Create Questions pull down
menu. The short answer is most
commonly used for feedback.

5. Give the question a title, and type the

question text in the box provided.
Click “Save”
 Reid 21

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In your own words, paraphrase the steps involved in creating a Feedback survey.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Now, in your Learning Module, create a feedback survey.

Best Practices Alert!

It is recommended that all material: documents, links, discussions, assignments, and
feedback, should be easy to access. As a rule of thumb, everything in your Learning Module
should be accessible within three clicks of the mouse. Do not create folders within folders,
or multiple discussion threads inside of another discussion thread. In other words, make it
easy for the student to find!
 Reid 22

Wrapping it Up
At this point, you have developed all of the necessary components for a successful Learning
Module in Blackboard. You have included documents and links, you created a discussion
thread and an assignment to evaluate the learner, and you have provided an optional
feedback survey to receive input on your course. Additionally, you have been introduced to
common Best Practices throughout the instruction. These Best Practices are guidelines to
follow in subsequent Learning Modules, and imperative to the success of your course. In the
space below, re-write the five Best Practices strategies for teaching online.

1. __________________________________________________
2. __________________________________________________
3. __________________________________________________
4. __________________________________________________
5. __________________________________________________

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

Checklist Yes No
My Learning Module is organized well, and everything in it is easily accessible.
All of my content in the Module is accessible within three mouse clicks.
I have included each of the five necessary components:
Documents
Links
Discussion Thread(s)
Assessment(s)
Feedback Survey
There is variety in the presentation of my materials (i.e. different formats).
I include an open forum in the Discussions section for student questions.

Along with completing the final assessment, please allow the proctor to view your finished
Learning Module for grading. Your final grade will be a combination of an evaluation of the
Learning Module you created, and the results of the following test. Additionally, please take
the time to complete the attached review so that we may improve this course in the future.
 Reid 23
Final Assessment

Name: _______________ Date: __________________

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

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

User’s First & Last Name Username

Joanne Hunnicutt
nb_jerrisonf
Derek Jones
Pamela Carey
nb_sperryr

2. List five examples of acceptable passwords for a Blackboard user.

1. ____________________
2. ____________________
3. ____________________
4. ____________________
5. ____________________

3. For each of the five scenarios, determine which Course Tool would be most appropriate
in that situation.
Scenario #1
You receive an email from a student named Sara. She would like to know her current
average in the course, and if she has been given any 0’s for incomplete or missing work. To
what Course Tool could you direct Sara to answer these questions? Why?

________________________________________________________________________
________________________________________________________________________

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

________________________________________________________________________
________________________________________________________________________
 Reid 24

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

________________________________________________________________________
________________________________________________________________________

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

________________________________________________________________________
________________________________________________________________________

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

________________________________________________________________________
________________________________________________________________________

4. Below is an example of a Learning Module in Blackboard. Using the rubric provided,

evaluate the module, and answer the subsequent question.
 Reid 25

Rubric to assess Learning Module

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

Some, but not all, All content is able to be
Content is missing, or
Navigability content easily located within three clicks of
hard to access.
accessible the mouse
All components present:
Module is missing two Module is missing Documents, Links,
Components
or more components one component Discussion, Assessment, &
Feedback
Lack of variety in Learner is presented
No variety in
Variety presenting information in a variety of
presenting information
information formats
There is not an open An open forum Discussion
Open Forum forum available in the - Thread is available in the
Discussion Thread Learning Module
No model assignment A model assignment is posted
Model Assignment is posted anywhere in - in the Learning Module for
the Learning Module student reference

Final Score for Learning Module ____/ 15

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

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 Reid 26

Learner Evaluation

Date: _____________, 20___

Course: _____________
Name: __________________

Your current job title: ______________________________________________________

Reason for taking this course:________________________________________________

On a scale of 1-5, rate: Poor Good Excellent

The organization of the course 1 2 3 4 5
The clarity of information presented 1 2 3 4 5
The relevance of the material to you 1 2 3 4 5
The difficulty of the material covered 1 2 3 4 5
The level of understanding upon completion 1 2 3 4 5

Check all that apply:

This course was:

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

What new information did you learn?

What changes would you make to this course?

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