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Ets induction
- 1. ETS Induction Hilary Griffiths October 2010
- 2. Objectives of the session By the end of the session you will be able to: log in to Blackboard find courses and course areas submit an assignment online use an online communication tool
- 3. Session overview This induction should help you answer the following questions: What is a VLE? What might I have to do in Blackboard for my ETS masters course? Where can I get help? Do you have any other questions you would like answered?
- 4. Basic Blackboard – demo 1 Finding Blackboard Logging in Your Blackboard Homepage Accessing a course
- 5. Log in to Blackboard http://www.ole.bris.ac.uk or via the portal at: www.bris.ac.uk
- 6. Orientation – your homepage Go to www.ole.bris.ac.uk log in to Blackboard find the help tab explore the options on your homepage – e.g. the Tools panel
- 8. Activities Log into ETS induction course
- 9. Main uses of Blackboard? include: Resources Communication Collaboration Assessment Reflection Administration
- 10. Resources can include: Documents HTML pages Mathematical notation Weblinks Images Presentations Audio Video RSS feeds …
- 11. Communication can include: Announcements – news and info E-mail Asynchronous discussion fora, e.g. for structured online discussion activities or FAQs
- 12. Collaboration can include: Group tools (e.g. file exchange, group assignments) and areas Wikis – an easily editable web page, which stores a history of contributions Social bookmarking – store, tag and share bookmarks Discussion fora
Hinweis der Redaktion
- There are a number of communication tools available in Blackboard. Does anyone use announcements or e-mail?One of the advantages of e-mail through Blackboard is that you can send messages to all students on a unit or sub-groups. One disadvantage is that, if not targeted correctly Instructors can receive unwanted e-mails, typically if someone uses an announcement (which is e-mailed to everyone, rather than the e-mail tool which allows you to target users e.g. all students only)!Does anyone use online discussion fora?If so, how have you found them to work? Did students participate?If not common reasons are:1. The discussion forum activity is not sufficiently embedded in the unit so it is not seen by students as relevant or necessary. It is an add-on. 2. Is there a motivation for students to participate? E.g. is the activity assessed or linked to assessment?3. Are instructions clear? Do the students know what they are supposed to do?