Blackboard

Knowledge checks are an element of interactive learning, which tutors can weave into their module content as an informal form of assessment, providing immediate feedback for students.

The knowledge check block can be included in a Blackboard document as an engagement tool. Tutors can pose multiple choice or multiple answer questions, and tailor their feedback for correct / incorrect answers. Knowledge checks permit unlimited attempts for students and lecturers will have access to useful metrics to review levels of understanding.

How are knowledge checks beneficial to learning?

Knowledge checks can be used:

• To assist with students’ acquisition and retention of key knowledge.
• To help students identify learning aspects which they need to delve into further.
• To improve levels of engagement with module content.
• As an approach to boost students’ confidence.

Multiple attempts are permitted for these brief informal quizzes, so this will hopefully reduce the pressure for students to get everything correct the first time. Academic staff can tailor the feedback for both correct and incorrect answers, this allows tutors to encourage their students and add additional clarification. Feedback can be used to reveal an explanation, to reduce the chance of common misconceptions forming.

How can I use the metrics?

Knowledge check metrics can be helpful for lecturers to determine any knowledge or understanding blind spots their students may have as a group. Results can be used to inform additional teaching activities, providing their students with the opportunity to tackle gaps in their knowledge. The metrics are only visible for tutors and give a general overview of question attempts. Unlike Blackboard tests, the results are not included in the Gradebook alongside names (so it is not possible to track individual interactions), but a summary is displayed in the original document for instructors, where the knowledge check quiz was added.

Where can I add knowledge checks within module contents?

These multiple-choice quizzes can be added to a document at any point within a module, allowing flexibility in approach. For example:

• Knowledge checks could be used to reflect on pre-existing knowledge when starting off a new topic.
• They can be included for students to engage with or review new information contained in the same document.
• Provide a quick review or discussion prompt mid-way through a module.
• Or as a short informal revision task, for students to check their levels of understanding at the end of the module for core concepts.

Please see our guidance about how to add Knowledge Checks here.

Blackboard also have useful information about the features of knowledge checks in their online guidance and video.

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The Technology Enhanced Learning Unit’s Blackboard Ultra Insights Week proved to be a resounding success, drawing in enthusiastic participation across all sessions. By shifting from a full-day in-person event to several shorter, focused online sessions spread throughout the week, the format offered a more accessible and flexible experience for attendees. We had some people who attended every session and others who dipped into those sessions that were especially relevant to their interests.

The sessions covered a range of topics around engagement and retention in Blackboard Ultra:

• Integrating Reading Resources covered methods to help students engage with course readings, including a demonstration by Michelle Sterry of her use of reflective journals for students to record and receive feedback on their readings
• Engagement and Analytics covered Helen Watts’ research into VLE engagement as an indicator of student outcomes and Helen Hope’s use of Blackboard analytics to facilitate student engagement.
• Guided In-class Activities showcased Louise Martin’s innovative use of Blackboard functionality to build tasks for students to work through in a classroom setting. One attendee said it was “The most useful thing I have seen in ages!”
• Building Fully Online Courses looked at Sarah Davis’s development of a fully online master’s-level course using a combination of Blackboard Ultra and MS Teams. Sarah’s approach would be an excellent blueprint for anyone considering adopting a distance-learning approach, so we highly recommend viewing the recording if this applies to you.

Recordings are now available on the LDTE CPD SharePoint site at the link below:

LDTE CPD – Home

Thanks again to Ros Sykes, Michelle Sterry, Helen Watts, Helen Hope, Louise Martin and Sarah Davis for presenting some fantastic sessions, and to everyone who attended.