Blackboard Inline Grading View – Changes

When you returned for the spring semester, you may have noticed that the way Blackboard does inline grading has changed.  Blackboard’s tool for implementing inline grading was called Crocodoc.  The company that owned Crocodoc decided to stop supporting it and gave it an end-of-life date of January 15, 2018.  The good news is that Box Inc., the company that owned Crocodoc had another tool called Box View that does essentially the same thing.

As a result, Blackboard updated its inline grading capability to leverage the new Box View software.  Box view offers several improvements over Crocodoc, including improved rendering fidelity (cleaner looking image) and expanded support for new file types.  There are some changes that may affect how your grading workflow happens, so what should you expect?  We’ve highlighted some important changes. Check out the comparison table below for specifics.

Crocodoc Box and Box View Comparison

Function & Details Crocodoc Box View
File types for conversion PDF, PPT, PPTX, XLS, XLSX, DOC, and DOCX Over 100 different file types, including video, audio, image, and programming code

File Types and Fonts Supported in Box Content Preview

File types for annotation PDF, PPT, PPTX, XLS, XLSX, DOC, and DOCX PDF, PPT, PPTX, DOC, and DOCX

Box View also supports only point-based annotations on these file formats: AI, BMP, DCM, EPS, GIF, PNG, PS, PSD, SVS, TGA, TIF, and TIFF

Videos & Images displayed No Yes
Course Areas Assignments Assignments
Annotations Text- and point-based comments, highlighting, and drawing Point-based comments and highlighting
Download You could download a copy of a student file with the option to download in the original format or in a PDF version that includes the annotations You can download a copy of a student file, but annotations won’t appear
Print Function No Yes
Students Can’t add annotations to documents Can’t add annotations to documents

Note the addition of almost 100 new file types that are supported as well as the ability to display images and videos within the inline grading interface.

One change that may affect some faculty is the inability to download a copy of the student file with annotations.  A workaround for this scenario is to use MS Word instead of Box View and track changes.  Then, you can just upload the annotated document via the grading interface via a file attachment.

Please contact us at blackboard@shsu.edu if you have any questions.

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5 First Week Strategies for the New Year

1. Connect your students to the Blackboard App

I hope that you will have a wonderful holiday and are looking forward to a prosperous new year.  In the spirit of looking forward, here are some strategies that you can look forward to implementing to provide your students with a firm footing and a good start in your online course(s) during the first week.

Blackboard App IconYour students spend a large amount of their time with their faces pointed toward a mobile device.  Why not have them spend some of that time looking at push notifications from your course?  Connect your students to the Blackboard App and increase student engagement. Students will be updated when they have a test coming up, an assignment is due as well as when new grades are posted.  The push notifications can engage your students and drive them to your course. The Blackboard App provides your students with:

  • Activity Stream
  • Course Timeline
  • Collaborate Ultra
  • Course Outline
  • Assignments and Tests
  • Grades
  • Connecting Cloud Content (Google Drive, Dropbox, OneDrive)
  • Discussions
  • Push Notifications

You can place this link in your and it will direct them to where they can download the Blackboard App for iOSAndroid and Windows devices.

2. Record a video introduction

Video IconVideo Introduction performs an important function in any online course.  One of the drawbacks to digital communication is that it divorces the person from the medium.  An e-mail, discussion post or instant message cannot convey meaning or tone of voice.  A Video Introduction allows you to speak to the student as you would speak to them in your office or in class.  They get to hear as well as see “you” rather than just a paragraph or two of text welcoming them to the course.

Here are some suggestions for content of your introductory video:

  • Introduce Yourself
  • Brief Description of Course
  • Virtual “Tour” of the Course/How it will work
  • Expectations can be Relayed

Giving yourself a social “presence” in the course with a video introduction is an important first step in getting your students engaged and ready to contribute.  The good news is that it is easier than ever for you to provide this feature in your course.  You can use tools like YouTube, Kaltura or Blackboard Collaborate to upload or directly record and upload your introductory video yourself.

3. Create an introductory activity

Figure holding a sign with the words "introductory activity (20 minutes) on itResearch shows that students who feel they have contributed to a course, or have “co-ownership” of their learning, report a higher level of satisfaction with the course and instructor. One way to start your students contributing early on, is to have them participate in an introductory activity.  The activity serves multiple purposes. First it does what it says it does and allows your students to get to know you and each other.  Doing this helps them break the ice and feel less wary about reaching out to each other as the semester progresses. Secondly it shows them how to use the tools in the course and gets them in the habit of interacting with each other in the manner set by your instructions.  Finally, it gets them started and active in the course.  Student who feel like they are not just sitting around, report a higher level of satisfaction and are more likely to finish the course.

Note:  Since this is the “first” activity in the course, it might be a good idea to model the behavior you want your students to display.  Go ahead and be the first person to submit the activity or link to previously used example.

4. Establish student and instructor expectations

A great way to cut down on cut down on student confusion about course expectations and activities is to create an Expectations content item in your course.  This part of your course should contain 2 sets of expectations.  What you expect of your students and what your students should expect from you.  You can even have your students post that they have read and understood the course expectations. Here are some examples of course expectations:

ExpectationsExpectations of Students

  • Use the virtual office to ask general course questions
  • Check the course homepage, discussions and their e-mail several times a week
  • keep up with reading assignments, activities, assignments and quizzes
  • Participate actively in class discussions, responding to at least 2 colleagues for each forum
  • Practice Netiquette in the course.  No flaming (negative hurtful comments); use correct grammar and spelling; don’t yell (write in all caps)

Expectations of Instructor *These will vary depending upon your comfort level

  • I will read and respond to discussion posts directed at me, e-mails and other forms of communication daily (not on weekends)
  • I will post grades for your assignments and exams quizzes within a week of submission
  • I will have office hours at these days/times: (insert times here) via Skype (Skype address here) or via phone (phone number here)

Letting your students know what to expect from you and what you expect from them will go a long way toward ensuring a successful experience for them and you in your online course(s).

5. Create and utilze a syllabus quiz

Syllabus QuizIn a brick and mortar class the first day is usually spent covering course expectations, policies and yes the syllabus.  You have a captive audience at least for the hour or hour and a half that you have your students in the classroom.  Even if the students didn’t seem excited about being there, you know they at least heard you go over the information.  In online courses it can be difficult knowing if the students have even looked at your syllabus even though it may be prominently displayed in your course.

A great tool to employ to ensure that your students have looked at your syllabus (at least once) is the Syllabus quiz.  You can offer questions that point to what you think might be important parts of your grading policy and or course schedule and whatever else you think might be important.    The syllabus quiz can have two other benefits besides ensuring your students are least familiar with the Syllabus.  It gives your students a first look at the testing mechanism in your online course, and if you employ adaptive release, it can become a gatekeeper for the rest of your course.  You can set a point threshold for them to reach in order for them to be able to access the rest of the course.

Keep Your Students Engaged with the Blackboard App

One of the challenges faced by online, hybrid, and web enhanced instructors is keeping your students engaged.  This blog post could go into depth about the myriads of streams, hashtags, posts and cat videos that are all competing for your students’ attention. So, rather than go down that particular rabbit hole, we will focus on a way to engage your students…..using the Blackboard app.

Blackboard App - Course ContentLet us take a quick look at the various features of the app. This is not the primary focus of this blog post, but I am getting ahead of myself. Here is a quick look at the Blackboard app feature set:

Blackboard App Features

  • View Blackboard Activity Stream
  • View course items/announcements
  • View Due Dates
  • Complete assignments (Google Drive, DropBox & OneDrive integration)
  • Participate in discussions
  • Check grades
  • Interact with instructor and class via Collaborate Ultra
  • Download course files and view them when offline
  • Push Notifications

These are all great features, but you will notice the special emphasis on certain features in the list.   These features provide a little extra engagement for your device carrying students.

Activity Stream

Your students can see an up-to-the-minute list of important course activity including new content, announcements, and grades. The activity stream automatically prioritizes items to help students focus on the tasks that they want to take care of right away.

The activity stream shows first when the app is opened. Students tap the menu icon to navigate to their courses and other features.

Blackboard App - All GradesGrades

Students can select Grades in the main menu to see a quick view of their grade in each course. They tap a course grade to see submitted assignments, tests, quizzes, and graded discussions. Students can see calculated grades, such as running totals if the  them. If a calculated total shows in a desktop browser but not in the app, your school hasn’t updated Blackboard yet.

While in a course, students can tap their current grade at the top of the Course Overview to see all of their graded work. They can tap a graded item to view the assessment details, attempts, and instructor feedback.

Push Notifications

The Blackboard App will keep students up to date and let them know when a test is coming up or an assignment is overdue. It will also send notifications when new grades are posted.

These notifications will show up on their smart phone with a buzz or a bing or when the student checks their device.

This is Great, Now What?

So if you like what the Mobile App can do for your students, what can you do to get them to use it? How about making one of Start Here activities in your course an assignment where students have to submit a screenshot of your course as viewed through the Blackboard app.  Provide the link to the app in the assignment instructions for easy access.  If the students already have the app, they just need to do the screenshot portion of the assignment.

Blackboard Maintenance Update – What’s New?

Last night, our Blackboard instance went through a scheduled maintenance that brought us to version 9.1 Q2 2017.  While the version may not mean much to you, we wanted to take the time to let you know about what new features you have in store when you return in the new year.

New Features with 9.1 Q2 2017

Additional drag-and-drop locations

File drag and drop are now supported in the following areas:

  • Content Editor – embed attachment
  • Blank Page content type
  • Blog – Create Entry
  • Journal – Create Entry
  • Portfolio – add Artifact

Submission receipts enhancements

Students can receive a notification email for each assignment attempt with information about the submission including attached files. Students can also access receipts at any time on the My Grades page in the submissions filter area. Administrators can optionally disable the email notifications.

Blackboard Ally availability

When you return, you will have access to Blackboard Ally.  As we have told you in our previous newsletter articles, Ally is a service for improving the accessibility of content in the following ways:

  • Ally presents instructors and content authors with an accessibility score and coaches users in ways to improve the accessibility of materials.
  • Ally creates and presents students with automatically-generated alternative versions of uploaded files and creating accessible HTML, digital braille, and audio format files.
  • Ally allows administrators to see accessibility scores of materials across courses and track changes over time to plan, measure, and improve accessibility.

Blackboard Ally how-to

Starting January 4th, we will offer a fully-online course (in Blackboard) where you can learn about Ally, how it works and even earn a “Blackboard Ally” certification.  Enroll today!

Inline grading moves from Crocodoc to Box View

Blackboard’s original way to do inline grading (Crocodoc) has been upgraded and replaced by the owners of that software (Box Inc.) to Box View. Box View offers several improvements over Crocodoc, including improved rendering fidelity and expanded support for new file types.  Check out this list of over 100 different supported file types.

For more information, watch this video from Blackboard.

Aside from these great new features and tools, Blackboard also squashed some bugs that had been pestering us.

Bugs fixed with 9.1 Q2 2017

  • Users not Getting Emails While Subscribed to Discussion Board Forum
  • Temp Files Received While Sending Email Attachments from the Grade Center
  • Embedded Media Controls Unresponsive in Test Questions
  • Embedded Media does not play when used as a Question in Assessments
  • Error when Viewing Test Attempts in Grade Center

SHSU Online Faculty Development Sessions – January 2018

faculty_develpment_banner

Happy new year! SHSU Online is pleased to offer a number of faculty development opportunities for January 2018.

Online Cohort and Self-Paced

Webinar

By Appointment

self-paced_header_graphic webinar_header_graphic face-to-face_header_graphic
  • Blackboard Ally: Making Course Content Accessible
  • Blackboard Collaborate Ultra
  • 1st Week Strategies
  • New Semester Setup
  • VoiceThread
  • Choose From our Catalog
  • Ask for a Custom Session
  • One-on-one or Group

Faculty Development Schedule – Face-to-Face/Self-Paced/Webinar

Date Session Title Delivery Method Time/Location
Open Blackboard Ally: Making Course
Content Accessible
Blackboard Course Self-Paced – Online
Open  Blackboard Collaborate Ultra Blackboard Course Self-Paced – Online
Jan 8 1st Week Strategies Webinar 2pm – Online
Jan 16 New Semester Setup Webinar 2pm – Online
Jan 22 VoiceThread Webinar 3pm – Online
Jan 31 VoiceThread Webinar 12pm – Online

Enroll in one of our faculty development sessions today!

Faculty Development by Appointment

by_appointmentThese sessions can be 5 minutes to an hour and can take place in your office, ours, over the phone and online.  Use the same link to sign up for face-to-face or one-on-one sessions. Just select a topic or come up with one of your own and we’ll do it!

Visit the SHSU Online Faculty Development How-to Session page and schedule a one-on-one with a member of the Instructional Technology Support Services team.

Student feedback in Blackboard – Where do they find it?

Research shows that students spend a large portion of their time in Blackboard, checking their grades.  A student’s desire to check their grades via the LMS (Learning Management System) is a regular driver for faculty adoption of Blackboard as a way to provide feedback.

However, even when a Blackboard instructor is using the Grade Center, students may still have difficulty finding their grades and assignment/assessment feedback.   A good best practice for Blackboard instructors is to let students know the mechanics of accessing their grades and graded feedback.

Students can see grades for all of their courses or one course at a time, by using My Grades.

Students can access their grades by clicking the My Grades link in the Blackboard course’s navigation menu or by selecting the arrow next to their name in the upper-right corner. In the menu, they select My Grades. Grades can be sorted by All Courses or Last Graded. If student work hasn’t been graded, grade status icons appear. Select an item’s title to view details.

My Grades accessed from Global navigation menu

The My Grades Page

On the My Grades page, students can view all the coursework and grades for the course they are in. If student work hasn’t been graded, grade status icons appear.

Students can filter and order their view.

Students can select an item’s title to view details. For example, the instructor can type comments, highlight text, and draw on student documents. Students then can select an assignment’s title to access the assignment’s Review Submission History page and review the grade, annotations, and feedback in context.

More on inline viewing

If you use a rubric to grade student work, they can select the View Rubric link to view details.

Students can Select the View Feedback icon to view instructor feedback in a pop-up box.

My Grades page

What Do the Icons Mean?

Icon Description
No information is available.
You completed the work, but no grade is assigned for items such as surveys.
You submitted your work. This item is ready for grading.
Grade Select the grade to view details.
Your work is in progress, but you haven’t submitted it yet.
Your grade for this item is exempted. You don’t have to submit work.
An error has occurred. Contact your instructor.
Your work was graded anonymously. Appears with submissions where your instructor assigned grades with student names hidden during the grading process.
Select to view feedback from your instructor.

SHSU Online Faculty Development Sessions November 2017

faculty_develpment_banner

SHSU Online is pleased to offer a number of faculty development opportunities via different avenues for November 2017.

Online Cohort and Self-Paced

Webinar

By Appointment

self-paced_header_graphic webinar_header_graphic face-to-face_header_graphic
  • Multimedia in Blackboard Courses
  • Building Online Communities
  • Organization the Bb Gradebook
  • Bb Collaborate Ultra
  • Copying Your BB Course Into Next Semester
  • Choose From our Catalog
  • Ask for a Custom Session
  • One-on-one or Group

Faculty Development Schedule – Face-to-Face/Self-Paced/Webinar

Date Session Title Delivery Method Time/Location
Open Building Online Communities Blackboard Course Self-Paced – Online
Open Multimedia in Blackboard Courses Blackboard Course Self-Paced – Online
Open Blackboard Collaborate Ultra (Starts Nov 1st) Blackboard Course Self-Paced – Online
Nov 13 Managing Groups in Blackboard Webinar 2pm – Online
Nov 16 Blackboard Discussion Forums Webinar 3pm – Online
Nov 28 What’s New in Blackboard? Webinar 2pm – Online

Enroll in one of our faculty development sessions today!

Faculty Development by Appointment

by_appointmentThese sessions can be 5 minutes to an hour and can take place in your office, ours, over the phone and online.  Use the same link to sign up for face-to-face or one-on-one sessions. Just select a topic or come up with one of your own and we’ll do it!

Visit the SHSU Online Faculty Development How-to Session page and schedule a one-on-one with a member of the Instructional Technology Support Services team.