Blackboard Courses Scheduled for Server Retirement in FA22
Courses Before Summer 2019 to be Retired
During Summer 2022, DoIT staff and Blackboard will archive our entire instance of Blackboard, which will save individually backed-up copies of every course and organization through SP2022. Courses offered before and including AY18-19 will be retired by the end of FA2022.
Beginning July 1, courses offered from the following terms will be scheduled for retirement:
- Any courses older than five years
- Fall 2018
- Winter 2019
- Spring 2019
- Summer 2019
The Blackboard system's overall performance and efficiency will improve by removing files and database transactions from the content server and database. AY19-20, AY20-21, and AY21-22 will remain on the server. Fall 2022 will begin a new academic year of data retention (AY22-23).
FAQs about Course Retirement
Is my content gone forever?
No, Blackboard archived courses captured all course data, files, student submissions, discussions, grades, etc. through SP2022. These archives will reside on a secure cloud storage location.
When will I lose access to courses that are being retired?
Can I save a copy of my own courses?
Yes -- and it is strongly encouraged! Instructors can
export (course content) and/or archive (course content & student data) their courses. You should also
download a copy of your gradebook. We recommend saving these files to UMBC’s cloud storage to ensure long-term access in the event you change computer systems.
Can I restore (regain access to) only course content?
Yes. Course content consists of files and course structure (menu, folders, etc.). Faculty can only
import course content to an existing Blackboard course shell.
Can I restore course data?
Course data consists of student submissions, discussions, and grades. We generally prefer not to restore full courses to avoid reinstating user accounts and confusing students with old content. If you must restore archived course data, please open an RT ticket with justification included.
How long will you keep the retired courses?
We will keep the retired courses for approximately 2 years after Blackboard archives the courses. Faculty who may need content beyond 2 years should plan to save copies of their exported courses to UMBC Box or other cloud storage.
As always, if you have any questions about teaching, learning, and technology, please consider the following options:
Beginning in late spring and moving into summer, faculty will see extensive upgrades to Ultra courses, particularly in the areas of assessment and grading. This focus aligns with feedback from UMBC faculty to Ultra developers,
prioritizing need on key areas. Six updates will be applied to assessments and grading:
- Display questions one at at time: Instructors can enable this Settings panel.
- Improved feedback display controls: Supporting academic integrity and protecting assessment content is important. If selected, the instructor defines when the student can view their assessment submission.
- Post grades automatically: When selected, an assessment grade appears to the student as soon as the attempt is graded.
- Calculated numeric question type: This assessment question type is important for math and other STEM courses. Students enter a number as an answer and the answer field will only validate numeric digits.
- Download test results: Instructors can download test results for external analysis and evaluation from either the gradebook grid or list views.
- Search for student submission receipts: For each attempt a student makes, the instructor can search for a receipt confirmation number. This helps instructors find student submissions when extra verification is needed.
Further updates to Ultra courses support content creation. Earlier this semester, Ultra courses
were updated to more easily allow copying content from Original courses. In April, Ultra courses can now
copy content from within the course itself, including folders, documents, tests, assignments, web links, discussions, and journals. This internal copying workflow also includes learning modules and individual items within those learning modules.
Additionally, instructors and students will be able to author and share computer code in the Ultra content editor
using a new Code Snippet tool. The content editor identifies eleven programming syntaxes (such as Python, Java, JavaScript, PHP, HTML, and others) to better support STEM courses.
Finally, the Blackboard Instructor app will include a fully Responsive Web Design interface for Ultra courses, allowing faculty to: - build courses, including create and upload content
- grade students work, including update assessment settings
- communicate, including participate in discussions
The enhanced Blackboard Instructor app will be available in mid-April from the iOS and Android app stores. If you have already downloaded the app then it will be automatically updated if you have this choice enabled on your device or will require a manual update if this choice is not selected. The next update to our test environment will take place on April 12, 2022. Faculty who are interested in test driving new features before they are released to production should open an RT ticket to request early access. Please watch the FAQs, including the What's New with Ultra page, and myUMBC for additional information about Ultra.
As always, if you have any questions about teaching, learning, and technology at UMBC, please consider the following options:
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Beginning in late spring and moving into summer, faculty will see extensive upgrades to Ultra courses, particularly in the areas of assessment and grading. This focus aligns with feedback from...
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Fri, 01 Apr 2022 09:56:43 -0400
Fri, 01 Apr 2022 09:59:02 -0400
Bb Course Exports to Automatically Expire After 30 Days
Faculty can download course exports for archival needs
Course exports and archives are created when an instructor wishes to download a copy of their course. A course export contains all of the instructional materials, images and files, as well as the specific Blackboard course assets such as assessments and its organizational structure. A course archive includes everything in an export as well as student data such as assignments, interactions, and grades.
Although UMBC maintains Blackboard courses
on its production site for three years, many faculty prefer to save copies of their courses to reference at a later date. Unfortunately, when these zip packages are created, they currently stay with the course shell, including when it is archived by UMBC, which impacts the entire system over time. Removing the exports from a course does not impact an individual course's performance, but will improve system performance.
Beginning in March 2022, Blackboard will automatically remove instructor-created course exports and archives after 30 days. Any
instructor-created course exports and archives remaining in course shells prior to the March 2022 update will be automatically deleted in 90 days. Faculty will receive an automated email from Blackboard about this timeline.
Faculty will be notified about the course export expiration date in two ways from the Blackboard system:
- When creating the package to export or archive a course
- When sending the email notification that a package is ready to download
Additionally, faculty will see the removal date for any course export on the list of available packages to download.
Image 1. Example of Date Notification for Original Course Export
Image 2. Example of Date Notification for Ultra Course Export
Since all package deletions are permanent, faculty will need to
generate a new course export if they need to save a copy of their course. DoIT staff cannot recover course exports once they are automatically removed from the system.
As always, if you have any questions about teaching, learning, and technology at UMBC, please consider the following options:
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Course exports and archives are created when an instructor wishes to download a copy of their course. A course export contains all of the instructional materials, images and files, as well as the...
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Mon, 28 Feb 2022 08:33:09 -0500
Mon, 28 Feb 2022 08:33:36 -0500
Free Webinar Series: Teaching with Ultra, Basics to Advanced
Free training opportunities for faculty, TAs, and staff
The Bb Instructor Webinar Series offers free 45-minute webinars designed for instructors who are getting started with teaching using Blackboard Ultra and Collaborate. Topics include getting started, creating assessments, improving engagement, using groups, converting to Ultra, and best practices. Get step-by-step instructor and ask questions in these monthly sessions from Blackboard experts. Register today for a Live Webinar!
Blackboard Learn Basics Ultra
This webinar is designed to provide you easy step-by-step instructions on how to upload course content, create discussion boards for students to engage, and provide an overview on the types of online assessments available in Blackboard Learn Ultra Course View.
- February 1 @ 11 AM
- March 1 @ 11 AM
- April 5 @ 2 PM
- May 5 @ 10 AM
- June 9 @ 10 AM
Q&A with Experts: Blackboard Learn Ultra
Have a question on how to do something in Blackboard Learn Ultra? Join this live Office Hours session where Blackboard experts will be on hand to answer questions, demonstrate workflows and provide guidance on teaching remotely.
- January 27 @ 11 AM
- February 2 @ 11 AM
- March 2 @ 11 AM
- May 10 @ 10 AM
- June 14 @ 10 AM
Blackboard Collaborate Basics
Blackboard Collaborate is a virtual classroom tool that allows you to engage with your students in real-time, to record sessions for students to watch later, and to offer live virtual office hours. In this 45-minute session, we will review the Collaborate interface and tools that support engaging virtual classroom sessions.
- January 25 @ 11 AM
- February 3 @ 11 AM
- March 3 @ 11 AM
- May 3 @ 10 AM
- June 7 @ 10 AM
Blackboard Collaborate Beyond the Basics
This webinar will help you move beyond the basics of Blackboard Collaborate and provide an overview of specific use cases and features that will facilitate synchronous interaction with your students. Some features include using breakout rooms, sharing content through your camera, polling, and other features that will help you engage your learners and empower student success.
- February 8 @ 10 AM
- March 8 @ 11 AM
- April 7 @ 10 AM
- June 1 @ 10 AM
Q&A with Experts: Blackboard Collaborate
Have a question on how to do something in Blackboard Collaborate? Join this live Office Hours session where Blackboard experts will be on hand to answer questions, demonstrate workflows and provide guidance on teaching remotely.
- January 26 @ 11 AM
- February 8 @ 2 PM
- March 9 @ 11 AM
- April 5 @ 11 AM
- June 2 @ 10 AM
Grading and Managing the Gradebook in an Ultra Course
This intermediate session will provide a deeper dive into setting up grading criteria for assessments, utilizing different types of assessments, and creating gradable assignments in Blackboard Learn Ultra Courses.
- February 9 @ 2 PM
- March 10 @ 2 PM
- April 17 @ 2 PM
- May 11 @ 10 AM
- June 15 @ 10 AM
Creating Assessments in an Ultra Course
In this session, we will focus on creating different assessments and assignments in Blackboard Learn Ultra courses. We will outline the steps to create an assessment or an assignment, including selecting different options in grade settings.
- February 10 @ 10 AM
- March 15 @ 11 AM
- April 20 @ 11 AM
- May 12 @ 10 AM
- June 16 @ 10 AM
Improving Student Engagement Ultra
Discover how utilizing tools within Blackboard Learn Ultra can encourage meaningful engagement among students. between your students and you, and with the content itself! In this session, we’ll examine how to effectively use discussion boards, class conversations, interactive lectures, and other Blackboard Learn Ultra tools to foster student engagement in your course. We will also explore different ways to promote communication and collaboration among your students to get them involved and to keep them engaged in online classes.
- February 15 @ 11 AM
- March 16 @ 11 AM
- April 20 @ 2 PM
- May 17 @ 10 AM
Using Groups in Blackboard Learn Ultra
Collaborative learning offers many benefits over traditional instruction. Studies show that when students work as a team, they develop positive attitudes, solve problems more effectively, and experience a greater sense of accomplishment. This intermediate session will show you how to use the Groups tool in Blackboard Learn Ultra to facilitate student collaboration and enhance student engagement in your course.
- February 17 @ 11 AM
- March 22 @ 2 PM
- April 26 @ 10 AM
- May 24 @ 10 AM
- June 23 @ 10 AM
Ultra Advantage – Converting Original to Ultra
Collaborative learning offers many benefits over traditional instruction. Studies show that when students work as a team, they develop positive attitudes, solve problems more effectively, and experience a greater sense of accomplishment. This intermediate session will show you how to use the Groups tool in Blackboard Learn Ultra to facilitate student collaboration and enhance student engagement in your course.
- February 22 @ 2 PM
- March 24 @ 11 AM
- April 26 @ 2 PM
- May 25 @ 10 AM
- June 28 @ 10 AM
Q&A with Experts: Blackboard Learn Original
Have a question on how to do something in Blackboard Collaborate? Join this live Office Hours session where Blackboard experts will be on hand to answer questions, demonstrate workflows and provide guidance on teaching remotely.
- February 16 @ 11 AM
- March 22 @ 11 AM
- April 6 @ 11 AM
- May 19 @ 11 AM
- June 22 @ 11 AM
All webinars will be recorded and emailed to you after the session. Even if you can't attend live, please register for a Live Webinar!
so you can receive the recording.
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The Bb Instructor Webinar Series offers free 45-minute webinars designed for instructors who are getting started with teaching using Blackboard Ultra and Collaborate. Topics include getting...
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Tue, 25 Jan 2022 09:22:58 -0500
Tue, 25 Jan 2022 09:23:21 -0500
Prevent late assessments after due date in Feb Ultra update
Copy Original content into Ultra, name pronunciation support
Robust assessment settings are necessary to support a range of different scenarios. Assessment settings are also important for academic integrity and honesty in courses.
Ultra courses currently accept and mark submissions as "late" if received after the due date. A new setting in Ultra tests and assignments will give faculty
more control over due dates and time limits, enforcing a hard deadline to disallow late submissions, or preventing students from beginning new attempts at an assessment after a due date.
Figure 1: Set new limits on late submissions for Ultra assignments.
Migrating to Ultra will be easier with an updated course copy tool
available in February, allowing faculty to easily pull content from older Original courses directly into their Ultra course shells. This enhancement to course copy provides increased efficiency and greater flexibility for reusing content, saving This will save time and reduce frustration when building a course.
Faculty may choose to copy all or select content from Original courses as they currently do from Ultra courses. Supported content types include folders, documents, tests, assignments, website links, discussions, and journals. Group assignments are also included.
Finally, a new user-specified setting allows faculty, staff, and students to add text guidance for the pronunciation of their names and/or an audio recording of their names to their profiles. The recording tool may be up to 20 seconds long. Please
review the FAQ to learn how to update your pronunciation and determine where the pronunciation appears in Ultra courses. This feature is not yet supported in Original courses, but is expected at a later date.
The next update to our test environment will take place on February 8, 2021. Faculty who are interested in test driving new features before they are released to production should open an RT ticket to request early access. Please watch the FAQs and myUMBC for additional information about Ultra.
As always, if you have any questions about teaching, learning, and technology at UMBC, please consider the following options: Are you ready for the move? At the end of the Spring 2021 semester, DoIT announced that test scoring services were moving to Akindi, a Scantron alternative. During this transition, we will be offering faculty many opportunities to learn more about implementing Akindi bubble sheets when delivering face-to-face, multiple choice assessments.
This training is recommended for all faculty that plan on deploying paper-based assessments in their courses.
Training will be offered on:
Note: Faculty only need to attend one of the above sessions; the sessions are repetitive.
Agenda:
By the end of this session, faculty should be able to:
- Create an Akindi assessment in their Blackboard course shell
- Add an answer key to an assessment
- Generate, download, and print PDF Akindi bubble sheets for distribution.
- Upload completed bubble sheets into an Akindi assessment
- Mitigate errors and flags from assessments that may need manual review (e.g., bubbling two responses, missing ID).
- Locate the scores of Akindi assessments in Blackboard
- Review bubble sheet analytics
- Return the scanned, electronic bubble sheet to students
Attending
Note these webinars are offered by Akindi and not Instructional Technology staff. Please review the myUMBC event pages (linked above) for additional registration details.
Next Steps
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Are you ready for the move? At the end of the Spring 2021 semester, DoIT announced that test scoring services were moving to Akindi, a Scantron alternative. During this transition, we will be...
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Thu, 20 Jan 2022 11:32:31 -0500
Thu, 20 Jan 2022 13:05:04 -0500
5 reasons you should open your Blackboard course early
Benefits help students and instructors
At UMBC, courses are created in Blackboard about four weeks before a new semester begins, providing time for faculty to transition instructional materials and assessments into a new site for students. All course shells are unavailable, however, requiring faculty to make sure students can see their courses and access content by the time classes start. Some instructors choose to open a course earlier, by days or weeks, to give students access to materials for preparation for a busy term.
While the semester might start on a specific date, here are five reasons why to consider opening your Blackboard course early.
1. Introduce Students to Class
Opening the class earlier gives you and your students time to start getting to know the course requirements, required course materials, and common questions or other logistics via a course FAQ. Orientations also allow you to find and fix unexpected issues with course content, including hidden files or broken links.
- Clarify expectations for how your course will be facilitated, especially if it’s fully online or hybrid, and what learners will achieve on their journey (Quality Matters, 2018).
- Provide a course tour so students can explore the structure of the course and find their way around the content and organization without the pressure of due dates.
2. Refresh Prior Knowledge
If your course has prerequisites or is part of a multi-part course, course materials and resources might include references to materials from prior courses or review materials. Opening your course early helps students to assess and refresh their knowledge before new content is introduced.
- Consider Panopto videos, reading material, interactive exercises, or self-check quizzes to refresh knowledge.
- Support potential remediation with early access to materials and activities.
- Include review materials for test preparation, especially for cumulative or certification exams.
3. Complete Early Course Content
Some courses require that students complete practice problems, homework exercises, and other prerequisite activities to meet comprehensive curricular needs and learning objectives. As with refreshing prior knowledge, early content requirements may include non-assessment resources such as videos and reading materials, which can be valuable to student success (Weiss, 2019).
- Inform students about prerequisite requirements well ahead of due dates.
- Allow ample time for students to complete any scaffolded assignments and come to classes prepared to learn new material.
4. Encourage Student & Instructor Engagement
Opening your course early welcomes students into your virtual classroom and fosters greater interaction between you and your class. Early course access allows students to review the syllabus and complete introductory assignments, like a syllabus quiz or Quiz 0. Students can engage with course messages and announcements.
- Connect students with each other through an introductory discussion, FAQ discussion, or VoiceThread.
- Add your own welcome video for a personalized touch and post your instructor introduction to help build trust and community with your students (Bain, 2004).
- Send regular messages and update course announcements to establish essential instructor presence (Garrison, Anderson, and Archer, 2000).
5. Support Student Success
Getting started early helps students start the semester on the right track with access to course materials, digital resources and textbooks. Early access to a course helps with student awareness of the course schedule and their own performance. Knowing when due dates occur and how they're doing, thanks to frequent and timely feedback, can help students become more successful in your courses.
- Create opportunities for students to practice with course tools, such as a low-stakes, zero-points quiz with Respondus Lockdown Browser. This can reduce stress ahead of required exams.
- Ensure students know they can leverage Ally’s alternative file format to support their learning preferences. This step aligns with the guiding principles of Universal Design for Learning and empowers their learning process (CAST, 2018).
By default, the starting date for all Blackboard courses are set to 2 weeks before the semester begins, allowing you to open the course any time during that period. If you’d like to open a course earlier than 2 weeks before the semester starts, you can change the date for an Original course using this FAQ, but Ultra courses will require a ticket for support.
As always, if you have any questions about teaching, learning, and technology at UMBC, please consider the following options:
~ by Mariann Hawken, Josh Abrams, & Laura Wyatt
References
Bain, K. (2004). Chapter 6: How do they treat their students? From What the best college teachers do. Boston: Harvard Press.
CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2/3), 87-105.
Quality Matters Rubric, Sixth Edition (2018).
Weiss, H. L. (2019). Work in progress: Using videos for improvement in knowledge of prerequisite material. 126th Annual Conference & Exposition. American Society for Engineering Education.
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At UMBC, courses are created in Blackboard about four weeks before a new semester begins, providing time for faculty to transition instructional materials and assessments into a new site for...
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Fri, 04 Nov 2022 15:53:39 -0400
Register Now: Equitable & Inclusive Course for Faculty
An immersive cohort on equity and inclusive course design
In Spring 2022, a new immersive, 10-week course launches for faculty and staff, designed to create and improve intentionally inclusive and equitable courses. Using conversation and reflection, the program leverages a variety of course design and instructional strategies to support faculty in creating and supporting their own responsive and inclusive classrooms.
This program is a collaborative effort, created and facilitated by Instructional Technology, the Faculty Development Center, the Office of Equity and Inclusion, Initiatives for Identity, Inclusion & Belonging, Student Conduct and Community Standards, and the Office of Student Disability Services with faculty partners leading sessions.
The course learning outcomes include:
- Create a personal philosophy of equitable and inclusive pedagogy.
- Evaluate strategies to address challenges of equity and inclusion.
- Identify key elements of course design that can promote equity and inclusion to benefit all students.
- Reflect on teaching and learning experiences as part of an inclusive community of inquiry.
Participants will be expected to complete an asynchronous module per week (approximately a 30-minute weekly time commitment) and attend 5 synchronous sessions to explore a variety of topics. Upon completion of the course, participants will earn a micro-credential to demonstrate mastery of knowledge and skills acquired throughout the course.
The course is scheduled to begin in early February 2022.
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In Spring 2022, a new immersive, 10-week course launches for faculty and staff, designed to create and improve intentionally inclusive and equitable courses. Using conversation and reflection, the...
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Tue, 18 Jan 2022 12:55:57 -0500
Creating Consistency in Course Sections with Ultra Templates
Templates available for course or department Ultra adoption
Since Fall 2018, the default Blackboard course template has had the Ultra Course Preview setting enabled, which allows faculty to convert a new Original course to see what it looks like in Ultra and adopt Ultra. During the Fall 2021 semester, 735 courses adopted the Ultra Course View, the largest adoption of Ultra courses to date.
A significant increase in adoption of Ultra has come from individual faculty converting their courses. Though, there are a growing number of departments and program coordinators that are intentionally creating Ultra courses templates which has also increased Ultra adoption. These templates allow instructors to receive a copy of content, materials, and assessments natively designed in Ultra for their specific courses. All sections are created from one template that is updated and maintained by a course coordinator to ensure consistency in curriculum, program outcomes, and course design.
Customized Ultra Templates
English 100:
Beginning in Spring 2022, ENGL 100 courses will utilize an Ultra template that has materials and assessments pre-populated by program coordinators, following an opt-in pilot of the Ultra template that began in Fall 2020. Content includes library resources, grammar tutorials, self-check quizzes, and resources to improve scholarly writing.
IHU:
Since Fall 2020, IHU courses have employed a Blackboard Ultra template that includes 19 weeks worth of content, including CourseArc modules co-created by campus offices and faculty partners. The shell allows for part-time instructors to choose content that is suitable for their course and utilize pre-made assessments that align with course learning objectives.
Spanish:
Leveraging open educational resources, the first year of Spanish language courses (101-102-103) uses an Ultra template that integrates content and assessments across several learning modules for students to complete. Likewise, the second year of Spanish language courses (201-202) also uses an Ultra template with content and assessments from the McGraw-Hill Connect platform.
Department Adoption of Ultra
Even if customized templates may not be of interest, departments can request to receive a default UMBC Ultra template. The Ultra template means that faculty receive Ultra course shells natively, and are not required to complete the steps to convert new Original shells. FREN 101 is utilizing the UMBC Ultra template, and the Theatre Department is the first department to make the switch from Original to the new Ultra template.
Next Steps
If your department is interested in a customized template or receiving the UMBC Ultra template, please place an RT ticket to get in touch with an Instructional Technology Specialist. Our staff will work with you to determine the next steps and design an appropriate timeline for your department to make the transition.
As always, if you have any questions about teaching, learning, and technology at UMBC, please consider the following options:
~ by Mariann Hawken & Collin Sullivan
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Since Fall 2018, the default Blackboard course template has had the Ultra Course Preview setting enabled, which allows faculty to convert a new Original course to see what it looks like in Ultra...
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Tips for Choosing Instructional Technologies for a Course
Take Advantage of Approved LTI Tools in Blackboard
A wide range of technologies and resources are available to faculty at UMBC to support teaching and learning in various online or hybrid modes within Blackboard. Trends and tools evolve quickly, and DoIT recognizes faculty interest in exploring or using these newer technologies. Before implementing a new instructional technology tool for your course, there are a few key factors faculty should be take into consideration:
1. DoIT supports a robust catalog of approved LTI tools
Blackboard supports third-party tools primarily through Learning Tools Interoperability (LTI) integrations. These integrations allow single-sign to content and services and improve instructor/student efficiency by streamlining usage and synchronizing grades.
Faculty can review the current list of our integrations here.
2. Choosing an instructional technology tool doesn’t have to be overwhelming!
Based on faculty and student feedback, DoIT recognizes a degree of "tool fatigue," and we want to be mindful of the total number of tools that students use across all of their courses. In turn, we recommend faculty leverage LTI tools already approved for use that fit a given pedagogical need rather than adopting non-approved tools, or attempting to find an instructional purpose for tools because they appear interesting.
Unsure which tool is best to use and how to use it? Review this chart to compare your options, or request a consultation with an Instructional Technology Specialist.
3. Be weary of cold emails or cold calls from vendors
DoIT staff has noticed a rise in cold calls and emails from vendors attempting to entice members of the community to adopt their tools. Sometimes vendors claim that the tool is already installed on our system, or that contacting central IT is not necessary. These messages can be misleading, spam, or potentially security threats. Also, all software must go through a security review to be considered for a site license. Please be sure to consult with Instructional Technology staff before implementing a new, third party tool through your Blackboard course.
4. Faculty can request a new Blackboard tool integration
If there is a new or unique application for instruction that addresses a use case our existing tool suite does not, DoIT staff will work with faculty members and departments to install the tool appropriately. Requestors will need to review all of the information outlined in this FAQ to submit a ticket to prepare for installation of the tool as a Blackboard integration.
Please note that DoIT reserves the right to reject the installation of a new tool based on a number of criteria including, but not limited to, the installation of the requested tool would be duplicative of existing tools, security and/or privacy concerns, cost, potential degradation of overall platform performance, and requirements for long-term support and maintenance.
As always, if you have any questions about teaching, learning, and technology at UMBC, please consider the following options:
]]>
A wide range of technologies and resources are available to faculty at UMBC to support teaching and learning in various online or hybrid modes within Blackboard. Trends and tools evolve quickly,...
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