• Identifying Key Tools for Remote Teaching

    Teaching Remotely using Blackboard

    Using Blackboard for Announcements, Sharing Material, Collecting Assignments, and Grading

    Many instructors already use Blackboard regularly for tasks like sending announcements to their courses, sharing course materials, collecting assignments, and giving students grades and feedback.

    If you’re not already using Blackboard for some or any of these functions, this might be a good opportunity to become more familiar with the platform.

    • See Blackboard Basics for step-by-step setup instructions
    • Create a content area in the navigation pane to add your syllabus. Keep your students up to date by posting Announcements in Blackboard.
    • Create Online Assignments to allow students to submit files throughBlackboard.
    • Upload your course content to Blackboard.
    • Create online tests. Test can either be created directly in Blackboard or use Respondus 4.0 for creating a test bank of questions that can be imported into Blackboard. You can use the Respondus lockdown browser to maintain testing integrity (found in course tools). Instructions on using the Respondus lock down browser can be found in the center column of the Blackboard community site.
    • Use rubrics to show grading criteria on their assignments. Timely feedback on assignments is also essential.
    • Assignments are automatically added to the Blackboard Gradebook.
    • You can manually enter and edit grades in the Gradebook.

    Learn more:

    Written Discussions

    To remove technical hurdles and to ensure that students are able to engage with peers and each other in a discussion-based class (even without a strong Internet connection), you might choose to move student discussion to an asynchronous format. Create a Blackboard Discussion as a forum to facilitate communication, encourage students to interact, ask questions and respond to discussion prompts.

    Pedagogical Recommendations

    • Craft discussion questions to be as clear and as specific as possible so that students can build off of the question for a sustained response.
    • Assign roles to students so that they understand when and how they might respond to you or their peers. For example, students might “role play” as particular kinds of respondents or you might ask them to do particular tasks (e.g. be a summarizer, a respondent, a connector with outside resources).

    Go Back: Teaching in Times of Disruption