This article suggests seven steps to prepare your module in Blackboard Ultra.
1. Reflect on previous modules
Explore your existing Blackboard modules (not in Ultra) – how do students work through the content and activities? How much content is there - how is it structured and presented by the module team? What online activities are included? What communication and collaboration tools are used? What assessment and feedback tools are used? How do you communicate with your students?
What works well? What could be improved?
2. Collate your content
Gather together all the content files you want to use in your new Ultra module – docs, ppt, pdf, mp4, etc – from Module Handbook to Panopto lecture recordings. Save from previous modules into a folder - on your computer or cloud storage (e.g. OneDrive).
It is recommended to review content - check for accessibility (Bb Ally can help with this) and copyright compliance.
3. Plan your layout
Depending on your content and preferences there are options for how to structure your content - using Learning Modules, Folders or Documents in Bb Ultra.
Please ask for advice from the CDLE team if unsure about how best to layout your module.
Drag and drop, or copy, content into any of the options. Added files (doc, pdf, ppt, etc) display inline, without the need to download to view. Students can choose to download a range of accessible Alternative Formats from the 'A' icon (Bb Ally integration).
Learning Modules
Learning Modules are available at the top level and provide a useful additional navigation to guide students through the content. They can also have an image.
Folders
Folders allow for further categorisation of content.
Blackboard Ultra Document
Bb Document is similar to a blank web page, on which narrative can be added alongside a range of content - files (minimise and maximise), embedded Panopto, YouTube, and web content (e.g. Padlet). Bb Documents allow for a range of content to be presented on one page.
4. Add interactivity
Encourage online engagement and interactivity that complements the campus learning experience.
Online learning activities can be added seamlessly through the learning content. For example, a Discussion activity, for everyone to get to know each other and begin to build a learning community. This is recommended at the start of each module, especially in first year. Other options include - Bb Test progress checks (quiz), interactive group Class Collaborate session (groupwork), reflective Bb Journal, interactive Vevox quiz, or inline Conversation functionality.
5. Establish communication plan
How will you communicate with your students and how would you like them to communicate with you and each other? Share your preferences with your cohort.
The Announcement tool is useful to highlight information to students, as it appears as a focused pop up when entering the module after it’s posted. With inline Audio/Video recording functionality, providing an easy way to create a personal welcome message for the module.
Messages is an internal messaging system in the module, from which an email copy can also be sent (also aggregates across modules via Messages on the Bb homepage). Course Staff are listed on the left, with a link to contact them via the Messages tool. The Messages tool also integrated with the Gradebook for staff to contact students.
Discussions could be used for regular collaboration, including peer support. The Groups tool allows for students to collaborate with each other.
6. Prepare assessment and feedback activities
Add formative and summative assessment and feedback activities to your module. See this article for more information.
7. Data-informed enhancements
Explore data in Blackboard Ultra to help shape your teaching, along with other insights (e.g. data and feedback) outside of Blackboard. The Bb Analytics link (top navigation) shows Course Activity, displaying student performance mapped with activity in your course (updates every 24 hours). Notification Alerts can be set up, e.g. if someone hasn’t accessed the module in over five days. Question Analysis is available for assessment questions, helping to recognise questions that might be poor indicators of students’ performance.