This document outlines plans to develop an eLearning training module to teach subject matter experts (SMEs) how to build course elements in the Blackboard Learn learning management system (LMS) at the University of Connecticut. The training will focus on uploading documents and images, creating content items with text, and using the YouTube mashup tool. It will include instructional videos, step-by-step guides, practice activities, and assessments to help SMEs learn the skills in a self-paced online format. The goal is to avoid delays in course development and help SMEs meet quality standards for online courses.

1. Training for Building Course
Elements in Blackboard Learn LMS
Project 2: Presentation, Design, & Peer Review
Tim Stubbs – Post University – EDU 624

2. Environment
“Campus view - University of Connecticut” by
Daderot (Own work) [CC0], via Wikimedia Commons
 University of Connecticut
 an equal employment opportunity/
affirmative action employer
 eCampus
 work with SMEs who are developing
online and blended courses
 Courses must meet minimum Quality
Matters standards
 Course development process typically
lasts five months
 Courses offered in HuskyCT LMS,
(Blackboard Learn)

3. Population
 Subject matter experts (SMEs)
developing with UConn’s IDD team
 Hold Ph.D.s in variety of fields
 102 undergraduate majors, 75 fields of
study
 Culturally diverse
 many foreign-born,
 English is second language for many
 Varying degrees of technological
sophistication and experience with
HuskyCT
 Great majority have not built course
elements in HuskyCT
“Conducting” by Jeffness licensed CC-BY-SA-2.5

4.  Need
 Training in the use of the Blackboard
Learn system will:
 Avoid delays in creating or editing course
content
 Open SMEs up to possibilities of how to
provide instruction
 Increase sense of ownership of the course
 Root Causes
 eCampus growth necessitates SMEs taking
more course building responsibility
 eCampus courses should meet minimum
Quality Matters Standards
Analysis

5.  Learn how to complete three of the
most common tasks involved with
building a course in the Blackboard
LMS, including:
 upload documents and images to the
Content Collection
 create and enter text into Content
Items
 use the YouTube Mashup tool.
…while adhering to Americans with
Disabilities Act style considerations.
Instructional Goal

6. Instructional Analysis (1 of 2)
1. SME is directed to the eLearning program, consisting of
three Learning Modules for instruction about using the
Blackboard features.
2. Watches video “tour” (Jing or Camtasia) of general
Blackboard LMS features.
3. Accesses the first Learning Module on uploading to the
Content Collection.
4. Reads through first pages of module including:
 Course and module learning objectives; short video of
“Uploading to the Content Collection;” short quiz on steps
of content upload, multiple attempts allowed.
5. SME uploads a file from his or her computer the course
shell or sandbox, using the job aid PDF as a resource.
6. SME’s work in the course shell/ sandbox is assessed by
the SME; feedback provided…

7. Instructional Analysis (2 of 2)
7. SME begins second Learning Module on creating Content Items and
using the Text Editor, including pages on:
 the module learning objectives; a short video of “Creating Content
Items and Using the Text Editor;” short quiz on steps of both
processes, multiple attempts allowed.
8. Creates content items and using the text editor appropriately, using
the job aid PDF as a resource.
9. SME’s work in the course shell/ sandbox is assessed by the ID; feedback
provided
10. SME begins third module on using the YouTube Mashup tool including
pages on:
 the module learning objectives; a short video of “Using the YouTube
Mashup Tool;” short quiz on steps of the process, multiple attempts
allowed.
11. Uses the YouTube Mashup tool appropriately, using the job aid PDF as a
resource.
12. SME’s work in the course shell/ sandbox is assessed by the SME;
feedback provided
13. Extension activity

8. Learning Analysis
 Majority of the faculty members or non-faculty
SMEs with whom we work have no experience
working in HuskyCT.
 For these instructors, learning the basics of course
building would be especially useful in the
Development and Implementation stages.
 For proficient staff, this introductory course would
not be necessary; only the assessment of the SME’s
proficiency (Steps 6, 9, and 12) would be advised.
 For these more advanced SMEs, we would offer
individualized instruction in more advanced, course-
relevant Blackboard functions.

9.  By the time a learner finishes this eLearning Lesson, he or
she should be able to:
 1. Upload files to a HuskyCT course Content Collection with
the use of an instructional resource.
 2. Create Content Items in a HuskyCT course and use the basic
functions of the Content Editor to add text to a Content Item
with the use of an instructional resource.
 3. Add YouTube videos into a HuskyCT course using the
YouTube Mashup Tool with the use of an instructional
resource.
Learning Objectives

10. Designing the eLearning Module
 Blackboard LMS Learning Modules, containing:
 Introduction: Show examples of application of the different skills in
different courses and for different activities to make learners aware of the
gap in their understanding (Keller, 2008)
 Learning objectives: Direction (Gagne, 1985)
 Jing/ Camtasia videos with captioning: Multimedia, APA compliant
 Illustrated step by step guides: Content containing instructions, including
hypertext links to tutorials for less experienced trainees (Nyugen, 2012)
 Short quizzes, in both Camtasia and Blackboard, multiple attempts
allowed: Check for understanding prior to performance task
 Performance tasks: Practice, “application feedback”
 SMEs’ own Blackboard course shells for practice and for building the actual
course: Authentic assessment, application of new skills in the course they are
developing. (Scheurman & Newman, 1998)

11.  Gagne, R. M. (1985). The conditions of learning and theory of
instruction. New York: Holt, Rinehart and Winston.
 Keller, J. M. (2008) First principles of motivation to learn and e3-
learning. Distance Education, 29(2), 175-185.
 Nyugen, F. (2012). Performance support. In Reiser, R.A. &
Dempsey, J.V. (Eds.) Trends and issues in instructional design and
technology (3rd Edition). Boston, MA: Pearson Education, Inc.
 Scheurman, G, & Newman, F.M. (1998). Authentic intellectual
work in social studies: Putting performance before pedagogy.
Social Education 62 (1): 23–25.
References