Embedded Files
Introduction
Introduction
Consistency is a key to making online courses look professional. It also enables the learner to feel that they are familiar with the layout of the course. In addition, it helps with the navigation and reduces distraction from their learning. The following layout conventions are designed to ensure this consistency and to demonstrate accessible document practices in blackboard.
Blackboard Ultra Style Guide
Blackboard Ultra Style Guide
Using standardized text conventions such as Title, Heading, and Paragraph styles in educational materials is crucial for enhancing readability, improving accessibility, and maintaining consistency. These styles create a clear hierarchy of information, guiding students through content in a logical and organized manner, which is especially important for those using screen readers or other assistive technologies. Proper formatting ensures that content is navigable and understandable, allowing all students to engage more effectively with the material. Additionally, consistent use of these conventions across documents fosters a familiar learning environment, reducing cognitive load and enabling students to focus on the content itself. This approach not only supports all learners but also ensures a professional presentation, aligning with best practices in digital education and universal design for learning (UDL).
Text Styles
Text Styles
We have established specific standards for adding text within blackboard documents.
Text Style: To visual readers, the text style changes the size of text. To screen readers and assistive technology, text style imparts valuable information about the role the text is playing. It will tell a screen reader that a certain phrase is a heading for the proceeding text, or a subheading in the previous heading. When creating documents, use text style instead of size to denote sections of text.
Title: Use only once at the top of each page.
Header: Use to label each new section of a page.
Subheader: Use for subsections of each page.
Font: Choose Verdana as the font. When using the Title and Sub-heading styles, do not select any font size. The style will apply a size that belongs to the style. Applying a size will change the style.
Font Size: We use the default text size for each style.
Color: We use the red color for page titles. Otherwise, we use the black color for all text.
In the example below we have used the following layout conventions: The title 'Module 3 Readings' is displayed in a large, bold red font, indicating the use of a Title Style. Below, the body text begins in a regular font, identified as Paragraph Style, explaining the week's reading assignments and preparations. A section header, 'The following two essays will help us to define oppression,' is in bold, dark text, showing the use of Heading Style. The document also includes a hyperlinked reading title for easy access."
Text Options
Text Options
Bolding is used to emphasize text, and when first mentioning a technology tool.
Italicize may also be used to distinguish text, but it typically used for examples
Underline We do not use underline except for the automatic formatting of links or when required by grammatic conventions. Underlining causes confusion for students and screen readers do not emphasize underlined content.
Hyperlink should use the document name as the descriptive link when possible.
Bulleted and Numbered Lists – Should be indented one tab and should not include any punctuation at the end of each line, even if it’s a sentence. Consistent punctuation is key.
In the example below we have used the following layout conventions: The layout emphasizes the following elements: a line space is included after the module title to separate it from the instructions, enhancing readability. Bold text is used to draw attention to specific instructions for students, specifically the reading of a highlighted essay. Context is provided about what students should focus on during their reading. Additionally, the title of the required reading, 'Theoretical Foundations for Social Justice Education [RDSJ Chapter 6],' is hyperlinked for easy student access, allowing them to directly access the material needed for the assignment.
OMSW Pedagogy and Technology Note
OMSW Pedagogy and Technology Note
When adding readings to OMSW courses we have elected to provide the APA citation when appropriate to help demonstrate attribution practices for students.
Course Organization
Course Organization
Each time students enter a new online course, they expend cognitive resources learning how to navigate the course and understand its materials. In the OMSW program, each course uses a similar organization and naming structure to create a cohesive and efficient learning experience. Standardized titles allow students to quickly identify the purpose and content of each document, reducing confusion and streamlining navigation. Consistent formatting across modules reinforces a familiar structure, helping students focus on the content rather than adjusting to new layouts. This uniformity enhances course organization, supports effective time management, and reduces cognitive load, making it easier for students to engage with the material. Additionally, a consistent approach reflects professionalism and attention to detail, contributing to a more positive and reliable learning environment.
Elements of an OMSW Course
Elements of an OMSW Course
Course Welcome Module – All courses have a Course welcome module populated in them for the students to know where to get started and how to navigate the course. A brief overview is given of some course technologies that will be used. Finally, students will be guided to what the next steps are after concluding the course welcome module.
Concourse Syllabus
Weekly Modules – Courses will be populated with 15 weekly modules. Each weekly module will contain the following items (items in italics are only in synch or asynchronous courses):
M# Overview and Learning Objectives - This page contains a written introduction to the weekly topics, weekly learning outcomes, and a to do list.
M# Welcome- A Voicethread announcement (optional in synchronous classes)
M# Weekly Presentation - A voice thread or video lecture provided for aynch courses or synchronous courses using a flipped classroom structure. May also be labeled as pre-work.
M# Module # Readings - Linked readings and introductions spec what students should look for
M# Module # Media Resources - Linked or embedded video or audio content.
Activities and graded assignments to be completed during the week:
Depending on the course structure (asynchronous or synchronous - the wording of these may vary, but they are kept in consistent within the course)
M# Activity: [title] - items to be done or completed in an asynchronous course
M# Scaffolded Steps: [title] - ungraded activities that are used to build up to a graded activity.
M# Graded Assignment: [title]
M# Quiz: [title]
M# Test: [title]
Synchronous courses often provide an indication of when the assignment should be completed.
M# Pre-Work: [title] - activities to be completed before the live meeting in a synchronous course
M# In-Class Activity: [title] - activities to be completed during the live meeting in a synchronous course
M# Follow-Up: [title]- activities to be completed after the live meeting in a synchronous course
(for sync classes) M# Live Class Materials and Instructions - This page contains any documents and instructions students may need for the live class session.
(for sync classes) Engageli Link - Faculty and students can select this link to go directly to the classes.
M# Next steps - A summary of the class and reminders for the end of the week.
(Async classes) Yellowdig Link - Takes students to their yellowdig group.
Engageli Class Access - Faculty and students can select this link to go directly to the classes.
Yellowdig Link - Takes students to their yellowdig group.
Assignment - This folder consolidates graded assignments into one area so students can find them easily. The assignment, their steps, and their grading rubrics and instructions for your assignments are available as well as in the weekly modules.
Course Reserves - Students and Faculty may access and download readings delivered to the course through interlibrary loan by selecting this link. However, please note that once you have activated this link for the first time, you may also download each reading from its ass module. Other readings accessible within our library system are only linked through the relevant weekly page.
Library and Video Resource Collections: The links in this folder will take you/your students to the HS/HSL website and to login and search instructions for the SSW's video resource collections.
Help! - Click here to search the IDEA Knowledgebase 24/7 for support related to VoiceThread, Zoom, Blackboard, Blackboard Ally, and more. If you can't find what you need, or require immediate help with an aspect of Blackboard (such as when you are uncertain if you submitted an assignment or exam correctly), please click Help in the upper right corner of the Knowledgebase. A graphic on that page will walk you through the best avenue for help, and you can also submit a help ticket to the IDEA Team directly.
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