Exporting Your Blackboard Course

This brief demo will discuss how to backup your Blackboard course. For a text-based tutorial, view this site from UNC Chapel Hill. Each faculty member is given a set allocation in Blackboard. While UDC does backup all courses, you can keep a copy of your Blackboard site as a file. This file contains the full content of your Blackboard site and can be used to copy the course for a new semester or clear space in your account.

Access the Archive Course Link

NOTE: Use the IMPORT PACKAGE option to upload (import) your archived course into a new course shell.

Select Export

Choose to Copy the Course

I recommend copying all content. You can always choose NOT to import items, so it's better to save everything. Once you hit SUBMIT, the system will take a few minutes (you will receive an email when done) to package the file

Save the File

Save the file to your computer. You may want to email Ed Jones if you are experiencing space difficulties. He can remove your old site and clear up space in your account.
If you need further help, please call the 24 hour Blackboard helpline at 202-274-5665 or toll free: 877-736-2585.

Engagement in Technology

According to a Thompson Netg job security study in 2002, blended learning yielded better results than online learning alone.


They point out:

• Blended Learning performance was 30% more accurate than e-learning alone
• Blended learning performance on the real world task was 41 percent faster than e-learning alone
• Blended learning performance was 159% more accurate than no training
• E-learning was 99% more accurate than no training

The results of the study say scenario-based exercises are the most effective for face to face and online materials.


For more on Blended Learning, check out the Brandon Hall Report: The Real Story: Blended Learning.

Using Google Docs To Grade Essays

I rarely touch paper when I grade anymore. I typically will hand grade the first assignment (even scanning in papers if needed) because I think there's something special about seeing handwriting on an essay. However, most other assessments are handled electronically.

I've used all types of learning management systems and they all require you to download documents (word, PPT, Excel) and then edit them on your machine. Well, I don't trust students and their often virus-laced files and I've been looking for a workaround for a while.

Google Docs to the rescue! [View video on Google docs]. Google Docs allows you to manipulate Microsoft Office files on the web, making your grading portable.


More than that, you can even share the document with the student to continue the conversation on a paper in a collaborative manner.



So here's my process:

Download the papers from the LMS. Every LMS I've encountered provides an option to download files and will typically give you a ZIP file with all of the documents.
1. Go to Google Docs and import the files [not sure how?] into a FOLDER. It's important to keep the assignments grouped. Here's what it looks like for me:
2. Then using Google's Comment and Footnote features to edit the document.
3. Once complete, you have two options (I typically do the latter):
   
   
   • Share the document with the student by providing a URL which they can use to access it
   • 
   • Download the files, en masse, as individual PDF's, and then upload each student's graded essay back to the LMS. [this is also a good way to backup your Google Docs]
   •   
   • I know I probably left out a few steps, but I covered the BIGGIES. Make grading work for you. Google Docs to the rescue!

Onboarding Students to Blackboard

Onboarding is a term companies use to discuss the process of orienting new employees.  This post uses the term to compare that process to orienting students to your Blackboard site.  This post will also accompany today's Blackboard workshop at the Community College of the District of Columbia.  The top ten:


1. Prepare a Week 0 -- Week 0 is like a prequel to the real thing. Have students submit a faux assignment, take a mock quiz, use the journals or participate in a discussion board.  Personally, I like to give a grade (pass/fail) for the assignment, typically with the quiz score being the way I 'grade' the assignment.  The quiz will usually just have a couple of multiple choice questions.  The goal is for students to feel good about Blackboard before the grades REALLY count.
2. Scaffold Usage of Tools: Scaffolding is an educational term that refers to the purposeful sequencing  of content and instruction.  Therefore, before using wiki's in the classroom, you might want to first discuss how to write for the Internet (individual writing). Then perhaps move to discussion boards to practice how to comment and critique the ideas and words of others.  Finally, introduce the wiki, which employs the aforementioned skills and adds another level of collaboration.
3. Use Screencasts to model Blackboard functionality: Screencasts are short videos which record you computer screen, mouse movements and voice.  Screencasts are an effective way to model Blackboard functionality to students.  You may also use them to review q quiz or explain an assignment.
4. Discuss the Pedagogy Too: If the students don't know WHY they are doing something on Blackboard, it's likely they won't do it well/correctly.
5. Write concise instructions and descriptions and use consist terminology: Never post an item without a description.  Cite due dates, cite connections to the course, share what they should try to extract from the reading/movie/PPT.  Oftentimes, students JUMP right into Blackboard, the couple of sentences they spend reading your description before they open a file may be the only academic orientation they experience.  Make it a good one!
6. Employ Tools in the Class:  Use Blackboard tools in the class.  Use podcasts or blogs to share information with the class.  The more you use it and experience, the greater your personal comfort level.  This will surely translate to the classroom as students will begin to use the tools and feel more confident when they have to create content.
7. Share you experiences with technology: Converse about Blackboard before complaining starts.  Be open and honest with the students.  The shared experience will build community.  Also consider creating a discussion board that acts as a townhall or digital cafe.  Allow students to post their comments, concerns, ideas and be sure to participate as well.  The students will appreciate your presence.
8. Discuss Academic Integrity:  It's so easy for students to plagiarize.  Have an honest discussion about your expectations with the class.  Also introduce SafeAssignment, the submission tool that checks for plagiarism.
9. Set groundrules for academic versus non-academic writing:  Students should not treat Blackboard like it is Facebook.  Be sure to set groundrules for what type of writing is acceptable for your class.  It may also be a good time to talk about 'process oriented' writing ... the concept is often unfamiliar to students.
10. Mention all sources of Blackboard help: 

Did you know that all University of the District of Columbia students have access to FREE Online Tutoring through SMARTHINKING?

There are Math, Business, Nursing, and Writing subjects and over 1500 tutors to help you!

To access FREE tutoring:

1. Log into your Blackboard account

2. Select a course

3. Select "tools" on the left

4. Scroll down to click “Smarthinking login

If you have difficulties accessing your account, please call 202-274-5665 or email ejones@udc.edu. 

Once you are logged in, check out their Student Handbook here http://www.smarthinking.com/static/content/SMARTHINKING_Student_Handbook.pdf  and feel free to contact SMARTHINKING’s Customer Support Team at 888.430.7429 ext 1 or support@smarthinking.com. 

If you have issues, a service desk is available 24 hours a day. You may also be able to have a LIVE CHAT. You can access this site directly at http://helpdesk.lrdudc.wrlc.org/

MORE HELP

Visit the Center for Academic Technology webpage [http://lrdudc.wrlc.org/cat/] for other Blackboard related help.

Student Productivity and Information Literacy

[Special weekly post from Rachel Jorgensen, Digital & Information Literacy Librarian, University of the District of Columbia]

Back in November, the Chronicle of Higher Education published an essay written by a man who works as a
professional ghost writer for students.

“Ghost writer” is the polite name for what he does – writing research papers, masters theses and dissertations for students. The article garnered a large number of responses (at last count, 641) – the responses are as interesting as the original essay. I thought this one was particularly astute:

America has placed a high premium on quantitative results but has completely undervalued the process necessary to achieve those results. As a nation, we have become acutely aware of certain concrete "goals" (increase test scores, improve high-school graduation rates, ensure that students enter college and exit with diploma in hand). However, we have become so absorbed by meeting these goals that we've lost track of our reasons for having them in the first place. As a result, we have students who emerge from high school …

hardly capable of articulating their thoughts, out loud or on paper. They see college graduation as the key to future professional success (and in many cases they're correct), but they see their classes as merely a means to an end. The true purpose and value of education have been obliterated by our orientation as a society toward having the correct
documentation.

The full comment, as well as many others, can be seen here.

The article and the conversation it sparked speak directly to the failure of educational systems to provide students with basic skills, such as writing, reading and critical thinking. Paradoxically, it also speaks directly to the value of information literacy as a fundamental skill.

Unfortunately, our students at UDC do not come to us prepared for what we ask of them: in my perfect world the union of “remediation” and “college curriculum” would be undone. At the college level, our task as professors should be the refinement of intellect and skill, not the teaching of basic competencies.

That being said once students are here it is our responsibility to provide them with opportunities to learn. This entails taking away opportunities to cheat.

The Information Literacy program can provide curricular support and direct assistance to students to make these opportunities possible. Here are just a few examples of how this can be done:

• Have a research guide created to help guide students to appropriate materials.
• Have the students meet with one of the librarians so that they can have a discussion about appropriate resources.
• Integrate a library instruction class into your curriculum.
• Model the research process and break it down into components.
• Use alternatives to the standard research paper that would require students to find, assess and critique relevant information.
• Utilize the worksheets created by the Information Literacy program.
• Collaborate with librarians to create effective assignments that address identifying, finding, assessing, critiquing and creating -- the
  core information literacy concepts.

It is too easy to become overwhelmed when reading such articles in the professional literature – the failure to provide learning in core intellectual
competencies is a grave situation that will have (and has had) consequences. Leave any suggestions for effective coping mechanisms in the comments!


You can use this form to make a request for curricular support -- students can also use it to request an individual session with a librarian!

New Year's Technology Resolutions

claybennett.com

If you’re like me, one of your New Year’s resolutions is technology related.  With things constantly changing, it’s important to revisit your technology toolkit (the tech tools you have a working knowledge of and use in class or for personal use -- also see toolbelt theory) at least twice  a year... adding a few things and more importantly losing a few.  No one ever talks about the second part of that equation.  

Technology should not be a constant addition of skills, tools, software and websites.  In fact, it’s more like a canvas.  You only have so much room and clutter rarely looks good to the impartial observer.  For instance, I’ve pretty much stopped following Microsoft Office updates (Google Docs rocks!).  I mean, I know the basics, but when a new release comes out, I’m not really looking to learn the new bells and whistles.  For me, it’s more about transferring what I knew about the old version to the new version.  Better yet, I’d rather just keep the old version.  

Technology should be closely related to productivity, not abundance.  The International Society for Performance Improvement (ISPI) is leading the way on standardizing the connection between performance and technology. They coined the term Human Performance Technology (HPT).   While not wholly related to higher education, though it could be, they describe HPT as:

a systematic approach to improving productivity and competence, uses a set of methods and procedures -- and a strategy for solving problems -- for realizing opportunities related to the performance of people. More specific, it is a process of selection, analysis, design, development, implementation, and evaluation of programs to most cost-effectively influence human behavior and accomplishment. It is a systematic combination of three fundamental processes: performance analysis, cause analysis, and intervention selection, and can be applied to individuals, small groups, and large organizations. 

This semester, the blog will continue to focus on Blackboard.  However, there will be a greater focus on HOW and WHEN you use the tools, not just WHAT they do.  Emphasis will be placed in three areas:

• Class prep: Technology related activities done prior to walking into the classroom
• In Class: Technology Related activities which take place during class time (i.e. when the students are around/near you)
• Post-class (reflection): Activities which take place post-class .  . I tend to call this reflection as it allows you to tie up any loose ends and start preparing for the next class.  

Over the next 6 days, the blog will host a series called “Supplement Your Course in 6 Days” (original, I know!). Supplementing a course using Blackboard, is not teaching online.  It means you utilize available technology to add an extra dimension to your face to face class.  A syllabus, extra reference materials, discussion boards, and announcements are all commonplace when supplementing via Blackboard.  Online quizzes and automated management of  assignments, and grade management are also features which you may find helpful.  

The goal of the series is to assist faculty in moving beyond just posting a syllabus and some announcements and the occasional quiz to creating a dynamic 'learning sandbox.' Please check the blog over the next few days. It's always more effective to begin a course using technology than to try and implement something half-way through. You can even subscribe to the blog and receive updates in Microsoft Outlook (or Google Reader).

For more on supplementing your course, view this presentation from University of Montana professor and IT director Dr Shawn F. Clouse.

Happy New Year!! Let's Work Together in 2011!

We don't mean to imply the RED person is us.
It's just a nice graphic:)

It's 2011 and you are ready to use Blackboard in your course this semester. OK, even if it's not true, keep reading anyway.  Learning new technologies is kinda like riding a rollercoaster, it's more enjoyable when you're not alone.

The Center for Academic Technology would like to be your co-pilot as you engage Blackboard as a learning tool this semester.

We can't promise one-on-one support or 5 minute responses to questions.  But we can assist as you make decisions in which Blackboard tools to employ or offer web resources and research to help you make an informed decision.

In our co-pilot role, we consider ourselves mavens or 'intense gatherers of knowledge',  in the Malcolm Gladwell, Tipping Point sense.   As such, it is our pleasure to share information, best practices and lessons learned.

We are also toying with the idea of creating an online group (perhaps a wiki, an email list, Blackboard group...other ideas?) to connect instructors with one another.  With technology, it's OK to be the 'second mouse to the cheese.' An online group may allow for more faculty to take advantage of the efforts of their peers.

Please fill out  this form if you'd like to be kept abreast of the online group and receive assistance throughout the semester.  We'd love to help make this your GREATEST semester:)

Online Education in the United States

The Babson Survey Research group and the Sloan Consortium released an impressive report detailing online education in the United States.

Online Learning Technologies: Past, Present, and Future

Free online workshop from my friends at Brandon Hall.  REGISTER HERE.

Student 2.0 -- Teaching a Wired Generation

The New York Times recently published an interesting set of articles and videos on teaching the wired generation.

A brief blurb (read the full article):

On the eve of a pivotal academic year in Vishal Singh’s life, he faces a stark choice on his bedroom desk: book or computer?

By all rights, Vishal, a bright 17-year-old, should already have finished the book, Kurt Vonnegut’s “Cat’s Cradle,” his summer reading assignment. But he has managed 43 pages in two months.

He typically favors Facebook,YouTube and making digital videos. That is the case this August afternoon. Bypassing Vonnegut, he clicks over to YouTube, meaning that tomorrow he will enter his senior year of high school hoping to see an improvement in his grades, but without having completed his only summer homework.

Personalized Learning

According to a Brandon Hall report on Blended Learning:

"Design and development of blended learning requires a holistic approach involving modern pedagogy, learner needs and expectations, and technology.... A key design aspect of blended learning should be aimed at personalized learning with a human or virtual guide to direct and support the individual learner."

Citing research by Sharpe ("Success Factors for Blended Learning"), the following design factors were highlighted:

1. Analysis of successful and successful features of the course content (including learner feedback)
2. Undertaking the design as a team, ensuring staff members have the time to properly integrate face to face and online material
3. Designs that make explicit their underlying principles -- these could be established pedagogical principles, active learning, repetition and elaboration, prompt and frequent feedback, or course outcomes
4. Developing the course iteratively over a number of years
5. Help students develop conceptions of the learning process
6. Disseminate and communicate the results of evaluations.
7. 
   

So how does your blended course stack up? Comments please:)

48 Ways to Use Wordle in the Classroom

Props to Tech Learning for this one:

If you have never heard of Worlde, it's a great way to summarize lectures, speeches, articles, poetry... almost anything text based.