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Author: Janice Florent

Technology Coordinator in the Center for the Advancement of Teaching and Faculty Development at Xavier University of Louisiana

About Janice Florent

Technology Coordinator in the Center for the Advancement of Teaching and Faculty Development at Xavier University of Louisiana

Published on Leave a comment on Moving from Blackboard to Brightspace

Yes, it’s true! We are moving from Blackboard to Brightspace!

Bb to Brightspace logo

Brightspace (formerly called Desire2Learn or D2L) will replace Blackboard as our learning management system (LMS) starting spring 2018. Brightspace has an intuitive design that makes it easy to accomplish tasks quickly. There are a number of features that faculty and students will find useful, including drag-and-drop file management, a mobile friendly interface, virtual classrooms, student portfolio tool, end-user support, and built-in analytics.

All faculty will get an opportunity to attend Brightspace training sessions that will be offered beginning in October. Here is a list of the Brightspace training sessions that are scheduled this fall. Stay tuned for more information about the training sessions. In the meantime, you can visit the D2L website for more information about Brightspace.

Additionally, we’ve prepared these Brightspace Migration FAQs to answer your questions about our migration plan.

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Published on 2 Comments on Teaching with Twitter

Educators are using Twitter in creative ways to engage students inside and outside of class, to stay on top of education news, and to expand their personal learning network (PLN).

Twitter bird with chalk in wing in front of chalk board

Are you looking for information and ideas about teaching with Twitter? If so, check out these resources:

Please leave us a comment and let us know how you are using Twitter in your teaching and learning. Also, follow us (CAT+FD) on Twitter @xulacat.

Updated: 10 September 2021

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Published on 1 Comment on Bb Tip #185: Are You Ready?

image showing various disasters

Course delivery is vulnerable to unplanned events. Potential interruptions to class activities include but are not limited to natural disasters, widespread illness, acts of violence, planned or unexpected construction-related closures, severe weather conditions, and medical emergencies.

Here are a few things you can do in Blackboard to help you prepare should the need arise.

Additionally, you should consider developing an instructional continuity plan to help you to be ready to continue teaching with minimal interruption. More information about instructional continuity plans can be found on our Instructional Continuity web page. There you will find planning guides, resources, and a link to our September 2015 Instructional Continuity workshop presentation.

Want more information?

Get more information about instructional continuity plans.
Sign up for Blackboard workshops or request one-on-one help.
Try these Blackboard How-To documents.
Explore Blackboard’s On Demand Learning Center.
Visit our Blackboard FAQs for additional blackboard information
or schedule a one-on-one session, email, or
call Janice Florent: (504) 520-7418.

Image credit: "The threat of disasters is real" by jflorent is licensed under CC BY-NC-SA 4.0

Published on Leave a comment on Bb Tip #184: New Mobile Apps

Blackboard announced the retirement of the Bb Mobile Learn app effective August 31, 2017. The Instructor and Blackboard apps will replace Bb Mobile Learn.

Instructor App

Instructor app icon
Instructor App

The Instructor app was designed to be used by instructors and enables instructors to view course content and connect with their students. The app is available on iOS and Android mobile devices.

Video: Introducing Blackboard Instructor

Note: For mobile grading functionality, instructors should use the Bb Grader iPad app.

Blackboard App

Blackboard app icon
Blackboard App

The Bb Student app was renamed and is now the Blackboard app. The Blackboard app is used by students and is designed especially for students to view content and participate in courses. The Blackboard app is available on iOS, Android, and Windows mobile devices.

Video: Introducing the Blackboard app

Want more information?

About the Instructor and Blackboard apps
Bb Tip #154: Bb Grader
Design mobile friendly courses
Explore Blackboard’s On Demand Learning Center.
Try these Blackboard How-To documents.
Visit the Blackboard FAQs for additional blackboard information
or schedule a one-on-one session, email, or
call Janice Florent: (504) 520-7418.

Published on Leave a comment on Bb Tip #183: Beginning of Semester Tasks

checklist

As you prepare for the start of the semester, it is a good time to get started setting up your Blackboard courses. Blackboard courses are automatically created using the course information in Banner a few weeks before the start of the semester. You can post your syllabus, course documents, and announcements to your Blackboard courses. You can also customize your course menu and/or add a course banner.

If you teach a course that is cross listed you will have a Blackboard course for each cross listing. You can combine the cross listed courses into one Blackboard course so that you can post course materials and grades to one combined Blackboard course. Combining courses may also work for you if you are teaching different sections of the same course and would like to have the different sections combined into one Blackboard course so that you can post course documents and grades in the one combined course. The beginning of the semester is the best time to combine your Blackboard courses before you add course material or grades to the courses.

NOTE: Currently, the section merge tool is no longer available. A system administrator will have to merge your courses. Send an email to Yamlak Tsega (ytsega@xula.edu) if you want to merge courses. You should include the course ID (including CRN) for all the courses you want merged together. The course merge process requires that a brand new empty Blackboard course be created that will serve as the primary course for all the merged sections. If you have any course content that needs to be retained in one of the courses to be merged, it will have to be exported and then imported into the newly created combined course. Please include that information with your request to merge courses.

Follow these steps to do it.

Listed below are links with instructions for

Want more information?

Attend a drop-in session to get one-on-one help.
Explore Blackboard’s On Demand Learning Center.
Try these Blackboard How-To documents.
Visit the Blackboard FAQs for additional blackboard information
or schedule a one-on-one session, email, or
call Janice Florent: (504) 520-7418.

Published on Leave a comment on Brightspace is Coming!

Have you heard that Brightspace was selected to be our new Learning Management System (LMS)?

Brightspace logo

Brightspace (formerly called Desire2Learn or D2L) will replace Blackboard as our LMS starting spring 2018. Brightspace has an intuitive design that makes it easy to accomplish tasks quickly. There are a number of features that faculty and students will find useful, including drag-and-drop file management, a mobile friendly interface, virtual classrooms, student portfolio tool, and built-in analytics.

All faculty will get an opportunity to attend Brightspace training sessions that will be offered during the fall semester. Stay tuned for an upcoming announcement about the Brightspace training sessions. In the meantime, you can visit the D2L website for more information about Brightspace.

Published on Leave a comment on Provide Meaningful Feedback to Students

feedback

Providing students with meaningful feedback can greatly enhance learning and improve student achievement. In an Edutopia blog post, Marianne Stenger, provided five research-based tips for providing students with the kind of feedback that will increase their motivation, build on their existing knowledge, and help them reflect on what they've learned. Marianne’s tips are:

Be as specific as possible. Hearing that you did a great job is wonderful. However, the problem with “great job” or “this needs work” is that it is not specific. Provide students with information on what exactly they did well, and what may still need improvement.

The sooner the better. Feedback is most effective when it is given immediately, rather than a few days, weeks, or months down the line.

Address the learner's advancement toward a goal. When giving feedback, it should be clear to students how the information they are receiving will help them progress toward their final goal.

Present feedback carefully. The way feedback is presented can have an impact on how it is received, which means that sometimes even the most well-meaning feedback can come across the wrong way and reduce a student's motivation.

Involve learners in the process. When students have access to information about their performance, they develop an awareness of their learning, and are more easily able to recognize mistakes and eventually develop strategies for tackling weak points themselves.

If this has piqued your interest, you can read more in this 5 Research-Based Tips for Providing Students with Meaningful Feedback blog post.

Published on Leave a comment on Help Students Succeed in the Online Classroom

girl in front of a computer with her head in her hands

Many students enroll in online courses because they can take online classes at times that are convenient for them and from the comfort of their home. Some students mistakenly think that taking an online class is easier than taking its face-to-face counterpart and they underestimate the amount of time they must invest in taking the online class. When in fact, taking an online class requires students to be self-directed learners.

It is important for the instructor to set the tone for the online course to help students succeed. In a Faculty Focus article, Amy Hankins provided five suggestions to help students succeed in an online course. Those suggestions are,

Provide detailed instructions and anticipate questions – Don’t assume students will be able to read between the lines.

Post Announcements – Show students you are present in the course by providing reminders, clarifications, and overviews to help engage and motive students.

Provide examples and rubrics – This will help to minimize questions and confusion.

Utilize differentiated instructions – Provide students multiple opportunities and formats for learning, including videos, audio lectures, and project choices that help engage and encourage learning for all students and preferences.

Encourage peer support and engagement – Allow students to get to know one another by using an introductory assignment and encourage students to connect throughout the course.

For more information, read Five Ways to Help Students Succeed in the Online Classroom and check out our CAT+FD Online/Hybrid Instructor Resources.

Photo Credit: image by Concord90 from Pixabay

Published on Leave a comment on Using a Backchannel for Student Engagement

A backchannel communication, in an educational context, is a secondary electronic conversation that takes place at or near the same time as a lecture, instructor-led learning activity, or conference session.

keyboard

Instructors are finding that using a backchannel can increase student engagement because backchannels allow students to engage in a digital conversation alongside the activity. This is beneficial because a backchannel can provide introverted students with a place to ask questions or make comments without speaking up. Additionally, instructors can share supporting resources such as videos, links to websites and photos through a backchannel. Instructors can ask questions and watch the response of students to determine if they really understand the concepts being discussed. Students can search the backchannel for notes and resources without having to scribble personal notes on paper.

Instructors are using web 2.0 tools like Twitter, TodaysMeet, Socrative, and Padlet to facilitate backchannel communications.

If this blog post has piqued your interest, you can find additional information about backchannels at these links:

Photo Credit: Keyboard | CC0

Published on Leave a comment on ICYMI: Using VoiceThread for Teaching and Learning

microphone with Value of Voice: Using VoiceThread for Teaching and Learning

Spoken language has been around longer than written language. Humans have been using our voices for so long we are naturally sophisticated vocal communicators. Yet when we go online, our voices tend to disappear. This is especially evident in feedback on student work that is provided in a digital format as well as in discussions that occur outside of the face-to-face classroom and in online classes. Discussions are generally conducted using text-based discussion forums.

VoiceThread is a web tool that allows you to humanize interactions in an online environment. VoiceThread transforms stale, text-based discussions and feedback by infusing your content and conversations with human presence, just as if the instructor and students were all sitting in the classroom together, but without scheduling a specific time to meet. VoiceThread adds a more personal element to the experience when utilizing the features of commenting via voice. By hearing and seeing the instructor and classmates during a VoiceThread, a familiarity develops that feeds deeper participation. Utilizing VoiceThreads can give you and your students a voice.

A number of faculty joined us last fall for a Value of Voice: Using VoiceThread for Teaching and Learning workshop. If you missed the workshop, or if you'd like to review it, you're in luck, because we recorded the workshop with our Swivl robot. Click on this link or the image below to access the workshop slides, recording, and resources.

play button with Value of Voice: Using VoiceThread for Teaching and Learning