Blackboard Review
What is a Blackboard Review?
Instructors identify a Blackboard course they would like to have reviewed. CIS Blackboard experts examine the shell for consistency throughout the course materials, the Gradebook, and the syllabus. Specific attention is given to ensuring that the content presented to students is clear and thorough. Should ambiguities be found, suggestions are made to add clarity and consistency. Additional recommendations are provided to simplify navigation, as well as to suggest Blackboard tools that will facilitate management of the course and improve the end-user experience. A final area of review is completed to ensure digital content meets CMU’s Accessibility Standards.
How is a Blackboard Review completed?
Goals for the Blackboard Review are discussed with the instructor prior to the review occurring, and any challenges encountered in teaching the course or areas of concern students have presented are identified. CIS Blackboard experts review the Blackboard shell with these items in mind. Other CIS staff will be included to address items that may go beyond the Blackboard Review’s scope.
A list of suggestions is returned to the instructor for consideration. The instructor then determines which, if any, of the suggested changes will be implemented. From there, CIS staff will carry out those recommended changes in Blackboard for the final review and approval of the instructor.
What do we believe an effective Blackboard course to be?
According to Rubin et al. (2013), an effective Blackboard course creates a community of inquiry in which students engage in communal and individual methods of constructing knowledge. Therefore, the instructor’s role in an effective Blackboard course is to create engaging instructional activities beyond discussion forums, provide specific, supportive feedback and communication, and design course materials to support authentic cognitive processes. Achieving these ends benefits from the use of the ‘right’ tools for the right tasks inside Blackboard. Moreover, consistency and clarity in layout lessen the cognitive demands on students, allowing more focus to be placed on the course activities and, therefore, on learning.
Rubin, B., Fernandes, R., & Avgerinou, M. D. (2013). The effects of technology on the Community of Inquiry and satisfaction with online courses.
The Internet and Higher Education, 17, 48-57. https://doi.org/10.1016/j.iheduct.2012.09.006