# data[].attributes.body
Upload your video's here

# data[].attributes.attachment_link.description
Flipgrid is where social and emotional learning happens! The leading video discussion platform for millions of PreK to PhD educators, students, and families.

# data[].attributes.headline
Jisc Digital Media Guide: Introduction to e-Learning

# data[].attributes.subject
Jisc Digital Media Guide: Introduction to e-Learning

# data[].attributes.attachment_link.readable_text
We understand that the term 'e-learning' can be confusing. Aimed at practitioners who are just starting out in incorporating e-learning into their teaching, this document will demystify the term, outline key terminology and its relevance, and introduce commonly used e-learning terms.

What is e-learning?

There are many different definitions for the term 'e-learning', which can confuse those at the early stages of exploring e-learning. However, Jisc uses a definition whose meaning is deemed to be most accurate:

"e-Learning can be defined as 'learning facilitated and supported through the use of information and communications technology'. It can cover a spectrum of activities from the use of technology to support learning as part of a 'blended' approach (a combination of traditional and e-learning approaches), to learning that is delivered entirely online. Whatever the technology, however, learning is the vital element."
Jisc e-learning definition from http://www.jisc.ac.uk/elearning

The term 'e-learning' therefore essentially covers the use of computers and technology as a vehicle for knowledge exchange within teaching and learning.

What does the 'e' in 'e-learning' represent?

We are often asked this and the answer is that the 'e' used to represent 'electronic' but nowadays it merely signifies the use of technology. In some circles within the education sector, some refer to the 'e' as 'enhanced'.

Benefits of e-learning

An immediate potential benefit of considering to implement e-learning is that it can be seen as an additional avenue with which to support teaching and learning practice. E-learning covers such a wide sphere that it is difficult to point out any benefit as a given, so any benefits should initially be termed 'potential' benefits. However, many cite the following as broad benefits that e-learning supports:

The ability to provide distance learning (learning not on campus)

A blended learning/teaching approach (using face-to-face and technology)

The use of technology to support a wide range of educational activity

Jisc has some useful examples by way of case studies for tangible benefits of e-learning for teachers, learners and institutions. Look at the end of this document for the links.

Learning theory

When talking about e-learning the phrase 'learning theory' often crops up. Learning theory in the context of e-learning refers to the use of learning models and/or frameworks that may be used when planning, designing and building work, in order to help define the process of work.

Uses of e-learning

At this point in the document you may be asking what 'real-world' uses does e-learning potentially have to offer to the practitioner? The answer is that e-learning provides many opportunities including large scale online delivery of modules and courses.

Each practitioner will have their own goals and so providing an exhaustive list of possibilities is difficult. However here are some uses of e-learning to get you started.

Uses for those very new to e-learning include engaging your students to use the web as:

A source of research material (whilst also building critical literacy skills) to support study

A platform for discussion

A resource for finding and using other people's educational materials such as those created under the Open Educational Resources initiative or those which you have to ensure you seek permission and/or a licence to use

Uses for the next steps include creating multimedia rich resources to engage your students with. This can include for example:

Producing interactive web pages hosted on your institution's VLE

Including multimedia elements into teaching materials to add context on a subject to help achieve the learning objective

Using the VLE to build tasks

Offer collaborative opportunities via the VLE

Online assessment

Legal considerations

When producing learning materials, especially where component parts have been sourced from the Internet, practitioners must consider the copyright and other legal ramifications, as well as their own institutional policies on such practices. Jisc is able to advise within this area.

Common e-learning terms/tools

There are countless tools, techniques, people, acronyms and resources associated with e-learning. Below we cover some of the ones we think you are likely to come across.

A method used to push and pull content across the Internet. Particularly useful for subscribing to a podcast http://web2practice.jiscinvolve.org/rss-2/

An editable tool for working with others that has a trackable history of changes (wikipedia is the most popular example).

Much like a blog, its strength is that can be used to share multimedia resource.

Essentially leveraging some of the more recent developments to support better interaction including social features.
Many of these web 2.0 services provide community tools for sharing and commenting on resources, such as video.

Software that is provided under a license that permits the user to have access to the source code.

Open source software can be used to create, consume and delivery multimedia. An example is the audio editing tool 'audacity' which is very popular for creating and editing audio podcasts.

The structural code that makes websites. Multimedia is typically delivered from websites that are built from HTML.
Websites in turn allow us to produce e-learning for teaching and learning.

Bits of code that add additional functionality to a website or service. Scripts can be created to support teaching and learning.

For example, JavaScript is used to increase the functionality of the browser which can be used to create interactive based activity.

Support

There is a wealth of technical and research based support surrounding e-learning. Many institutions have some level of e-learning support provision and it is worth seeking this out to better understand your institution's strategy and policies regarding support. Furthermore it can be helpful to find out if others in your institution or locally are working on similar things. Many locations throughout the UK have regional support groups covering most aspects of e-learning.

Support is also provided on a national basis, with Jisc being the largest group working across all institutions.

Further resources

Jisc, JISC e-learning programme. [Accessed: 23 July 2010].

Jisc Digital Media. Use of VLEs with Digital Media. [Accessed: 23 July 2010].

Jisc Digital Media. Audio and Video Production: Recording Lectures, Seminars and Events. [Accessed: 23 July 2010].

Jisc Digital Media. Pedagogical Uses of Presentation Software. [Accessed: 23 July 2010].

Jisc Digital Media. Image Editing Software. [Accessed: 23 July 2010].

Jisc Digital Media. Using a Budget Digital Camera for Teaching, Learning and Research. [Accessed: 23 July 2010].

Jisc Digital Media. Copyright and Still Images: Frequently Asked Questions. [Accessed: 23 July 2010].

Jisc Digital Media. Finding Images on Flickr. [Accessed: 23 July 2010].

Jisc Digital Media. Screencasting: Broadcasting On-screen Activity. [Accessed: 23 July 2010].

Jisc Digital Media. Audio via Blackboard. [Accessed: 23 July 2010].

Jisc Digital Media. Creating an Audio Podcast. [Accessed: 23 July 2010].

Published in: Delivering and using

If you have any questions about this topic and work in higher or further education then why not take advantage of our helpdesk service.

# data[].attributes.attachment_link.description
We understand that the term 'e-learning' can be confusing. Aimed at practitioners who are just starting out in incorporating e-learning into their teaching, this document will demystify the term, outline key terminology and its relevance, and introduce commonly used e-learning terms. There are many different definitions for the term 'e-learning', which can confuse those at the early stages of exploring e-learning.

# data[].attributes.attachment_link.readable_text
What makes a good e-moderator? What skills and qualities does the online tutor need? I asked our team of very experienced e-moderators what they thought the most important online skills and qualities were, and below are some of their responses.

In the spirit of a new year beginning, I invite you to take a look at the Top Ten Moderator Skills below, and select those that you would like to develop in your own online teaching during 2010. A sort of online tutor's New Year's resolutions - you could print out the mind map below, circle those you'd like to work on, and pin it above your desk! Very low tech, I know, but some of us still love to use bits of paper... [Made with Text2Mindmap]
Top Ten Moderator Skills [These first two 'skills' are my tw o personal e-moderator resolutions for 2010[These next two skills are from Valentina Dodge, based in Italy:] , and are areas that I would specifically like to work on during this coming year]
1 PLN:
Develop an effective online PLN (personal learning network) that works for you. It is important for tutors not to get so bogged down in the day to day tasks of the job that they neglect their own longer-term professional development.

If you don't already use Twitter, try it out (see this user guide to get started). Subscribe and keep up to date with blogs written by professionals in your area of teaching - there's a good blogroll for ESL/ELT on Lindsay Clandfield's blog.
[Andrei Tarassov in Colombia says:]
2 Enthusiasm:
No one learns anything from uninterested or unmotivated teachers, whether f2f or online. An inspired teacher produces inspired learners.

To maintain enthusiasm for your online work ensure that you have enough time to devote to your online students, and that there is enough variety in your work to keep you engaged. And of course, experiment and learn through your own teaching.

3 Communication:
Online this involves completely new skills, ie. "reading" between the lines.

How? Show you are really listening to your online students by picking up on points made earlier (perhaps weeks earlier) as well as choosing written words carefully to engage in true dialogue and create a comfortable learning environment.

4 Presence:
This is about being there but not dominating the online environment. It's often more about the exchanges and the doing than you transferring your knowledge.

How? It's not just a question of being present (e.g. via forum responses or Skype office hours) with answers or positive feedback but involves the skill of knowing when to step in to direct as well as stepping back to allow greater peer-interaction without disappearing.

5 Develop discussions:
Good tutors have the ability to explore ideas and develop arguments, promoting valuable threads.

How? Read and write carefully, and ask good questions. This can help to make forum discussions more engaging. There is room in any online course for simple forum posts, but it's much more engaging to read and post in a thread which is a real discussion.

6 Scaffolding:
It's important to know when to intervene and when to hold back, providing enough support, but not eliminating challenge.

How? Experience, and trial and error are probably the only ways to learn this one. How much scaffolding to provide your learners will of course depend on the online group too, as well as the subject matter - e.g. how much the group already knows about it.

[Carl Dowse in Germany highlights these two key tutor qualities:]

7 E mpathy:
This allows the trainer to view the elearning process from the perspective of the participant when developing and moderating activities.

How? There is nothing as effective as doing an online course yourself to experience what it's like to be an online student! It doesn't have to be in the same subject area that you teach online, but could be in any area that interests you - the main point is to be on the receiving end of online teaching. It can be a real eye opener in terms of seeing what works and doesn't online.

8 S ensitivity:
This enables the moderator to respond to and make the most of different learning styles and cultural differences.

How? Do a little research on the learning cultures and learning styles of your online students, either before or at the start of the course. Getting your online students to complete an open ended questionnaire about their expectations of online learning and your course, and about what works and doesn't work for them in terms of learning activities, can also provide valuable insights. You could revisit this periodically e.g. in midcourse feedback.

9 Socialising:
We all know that fully online courses can lack the essential social element that face-to-face classes provide. An initial socialising stage with specifically social tasks in an online course is important, but after that, what can we do to ensure that groups gel and continue to work well together?

How? Keep feeding the social aspects of the course through cafe postings or sharing photos. Not too much, not too little. Friendly Monday a.m. posts seem appreciated. Regular synchronous video sessions also help of course, and meeting up in 3D virtual worlds such as Second Life can greatly enhance the sense of social presence on an online course.

10 Cycles:
A course has its own life cycle, with a beginning, middle and end. Be very aware of each of these stages within your course, and consciously cater to each of them.

How? At the beginning of the course, create a warm atmosphere, and then continue to encourage and scaffold so participants learn as much as they can. At the end of your course let participants feel a sense of achievement and also experience 'closure'. Loads of participants write to me at the end of a course saying they feel a bit bereft when they check their mails and there are no more emails from the others and there are no more forum discussions to join.

[Note: In my next blog post I will look at specific online activities/tasks that cater to the main stages in a course cycle]

So, above we have a list of just 10 key tutors skills and qualities - of course there are many, many more! In fact the more you tutor online, the more skills you realise you need, in my experience! What about you? What are the key e-moderator or online tutors skills for you?

Nicky Hockly
The Consultants-E
January 2010

# data[].attributes.attachment_link.description
What makes a good e-moderator? What skills and qualities does the online tutor need? I asked our team of very experienced e-moderators what they thought the most important online skills and qualities were, and below are some of their responses.

# data[].attributes.headline
Five Expectations Students Should Have of an Online Instructor

# data[].attributes.subject
Five Expectations Students Should Have of an Online Instructor

# data[].attributes.attachment_link.title
elearn Magazine: Five Expectations Students Should Have of an Online Instructor

# data[].attributes.attachment_link.description
In recent years, online degree programs have become a widely accepted modality for many learners who are seeking a college degree. Online learning is a great choice for a student who is a self-motivated, and who are independent learners. This article will share five of the best tips to help your online students succeed.

# data[].attributes.attachment_link.readable_text
For the third time I was going through all my resources- files and bookmarks to find online icebreakers. I thought I'd do myself (and you) a favour by listing the most interesting ones. 10 online icebreakers (the picture relates to number 10!):

1. Two Lies and A Truth. Ask participants to list three interesting things about themselves. (I own two iguanas; I once shook hands with Tom Cruise; and I love to waterski.) Two must be lies and one must be true. Other participants must vote to determine which interesting thing is the truth. The participant with the most incorrect votes wins. Alternatively participants could be put into small groups and find out through teamwork what the truths and lies are. An other alternative game is three truths and a lie.

Source: Using online icebreakers to promote student/teacher interaction

2. Childhood Dream. Ask the participants to share their childhood dream (what they wanted to be or do when they grew up) and then ask them to reflect on how this correlates with their current aspirations.

Source: Using online icebreakers to promote student/teacher interaction

3. Miscomm-puter-unication. Ask the participants to share their most embarrassing mishap using a computer. Share your own experience, for example, replying to the wrong person in an email. This will loosen them up and cause a few to chuckle before embarking on a whole new way of thinking...using technology instead of paper and pen

Source: Using online icebreakers to promote student/teacher interaction

4. Three words. Ask participants to write a story together. The rule is that everyone is only allowed to put up three words. They are allowed to post again if at least one other participant has put up three words. At the end of the exercise you can summarize the whole story of even read it and post it as an audio file or a video.

Source: Nancy White's online facilitation course.

5. Six degrees of separation. Ask each participant to find out how he/she is linked to another participant through 5 others because they have some kind of connection. The solutions needs to be posted and should look like this: me > Jeffrey > Donna > Patricia > Hans > Sherry with an explanation of the connections. In finding the answers, participants have to interact and ask a lot of questions to each other. It may easily take a week. A shorter variation of this exercise may be to ask participants to find one other person they have some kind of connection with. (a participant they did not know before).

Source: CPsquare's foundations of communities of practice online course.

6. Personal Cards. Ask participants to make a card representing themselves using trading cards: http://bighugelabs.com/flickr/deck.php. After making a card they can post it online. You can ask them to prepare a card about a specific aspect of their lives or their own style. For instance, their own communication or learning style.

Source: Trading cards

7. What's on your reading list? Ask participants to make a picture o f some of the books they have recently read or are currently reading. By sharing the books you are reading you tell something about yourself.

Source: Dorine Ruter, ecollaboration list.

8. Would you rather? Ask participants some 'Would you rather' questions and let them answer them. After this participants can make up their own would you rather questions. Come up with a list of Would you Rather Questions or use some of these:
* Would you rather always win pie-eating contests or always win wheelbarrow races?
* Would you rather be a deep sea diver or an astronaut?
* Would you rather be able to hear any conversation or take back anything you say?
* Would you rather be invisible or be able to read minds?
* Would you rather be the most popular or the smartest person you know?
* Would you rather be the sand castle or the wave?
* Would you rather give up your computer or your pet?
* Would you rather never use the internet again or never watch TV again?
* Would you rather not be able to use your phone or your e-mail?

Source: Teampedia icebreakers for online teams

9. Same and different Put the participants in groups - and ask participants to find something that the group has in common (eg 'everyone has been to France' and something that is unique to each person in the group (eg 'plays waterpolo', 'speaks Greek', 'was born in Leeds').

Source: Comment on Kirsten Thompson's blogpost

10. Video messages. You can ask participants to make a video message for each other using Bubblejoy (www.bubblejoy.com). It is easy to do, but it does require a webcam and some experience in using a webcam. After recording a message, you can send it via email. It is possible to ask participants to copy the link and post it online for the other participants.

Source: comment on the ">Bamboo project blog

# data[].attributes.attachment_link.description
For the third time I was going through all my resources- files and bookmarks to find online icebreakers. I thought I'd do myself (and you) a favour by listing the most interesting ones. 10 online icebreakers (the picture relates to number 10!): 1. Two Lies and A Truth.

# data[].attributes.attachment_link.readable_text
One aspect of learning online is that the students will feel distant and isolated from not only you (the Institution and staff facilitator) but also from each other.

So, what can you do to make them feel included and valued? Firstly, use the induction period to get them used to not only working and talking in the online environment, but also engaging online (collaboration, tests, discussions, etc).

My personal favourite is to get the students doing something that uses a piece of technology they're not familiar with, but in a way that they don't realise their using or doing something new. A properly organised activity should get the students thinking about the task, not the tool!

So, Induction & Icebreaker activities. What can you do (and they aren't limited to using in Induction; they can be used at any time)?
1) Picture Perfect

Objective: Create a visual connection with fellow students, and also to practice skills in graphic communication.
Blog (best), Wiki, or Discussion Board.

Process: Locate a favourite photograph and post to the delivery method. If the photo is not yet in digital format, arrange to have it scanned and made available in JPG file format. In the post, student ought to say a little about the photo and why it is their favourite. Then go and view the photos and messages of their colleagues.

Additional Information: This does not have to be a photo of family, but of a subject that has meaning to them (pet, car, city, landscape, friends, etc).

2) Lonely Hearts

Objective: The objective of this exercise is to analyse how we perceive people from the information they offer online, using 'lonely hearts' adverts.
Wiki, Blog, or Discussion Board (best).

Process: Read the pre-prepared lonely heart adverts and make comments on the individual behind each advert in the Discussion Board. Engage fellow students in conversation based on their entries and comments.

3) Shopping Trip

Objective: To encourage the students to get to know who they are studying with. What is their colleagues 'priority' when it comes to spending £50,000 on anything they want, guilt free.

Delivery: Blog or Discussion Board.

Process: The students will post information about what they will spend their £50,000 on. Depending on the age and background of the students as to whether you get a lot of property/mortgage replies or cars and holidays. If applicable, ask for links and photos of examples to demonstrate what they are looking to 'buy'.

4) Truth

Objective: Students learn, often by trial and error and much laughter, two interesting facts about a colleague, and one untruth.

Delivery: Discussion Board.

Process: Student list three 'interesting' things about themselves. Two must be lies and one must be true. Other students must vote to determine which is a lie.

5) Memory Lane

Objective: Since online students are diverse in age as well as background and location, it is good to close any generation gap that might exist and otherwise be a disadvantage when working together online.

Delivery: Blog (best) or Discussion Board.

Process: Ask the students to list three major world events that happened the year in which they were born, then have the other members guess the year and post a short response on whether they remembered the events or had never heard of them.

Of course this is by no means an exhaustive list, and I'm happy to hear your activities, so please post below.
Try to keep all your activities using tools already available to the students in the VLE or PLN you use, don't ask them to go off and register for something new; they may be scared enough already using the VLE that is new to them, anything else may be one step too far!

Ideally the kind of Induction Activities you use should be a mixture of reflective and collaborative styles in order to get the students comfortable with each other, you (the facilitator) and in working online in what many will find a new and difficult environment.

Image source: Storm Crowd by JD Hancock (CC BY 2.0)

# data[].attributes.attachment_link.title
Technology Enhanced Learning / David Hopkins

# data[].attributes.attachment_link.description
One aspect of learning online is that the students will feel distant and isolated from not only you (the Institution and staff facilitator) but also from each other. So, what can you do to make them feel included and valued?

# data[].attributes.headline
Interesting video on motivating and engaging students

# data[].attributes.subject
Interesting video on motivating and engaging students

# data[].attributes.attachment_link.readable_text
I've blogged about the free Learning to Teach Online video series (LTTO) from the University of New South Wales before. (The original post, which includes 4 other online teaching video resources, is here). What's especially good about the LTTO videos resource? It includes:

a total of 30+videos on a range of online teaching-related issues

advice from experienced online teachers in a range of disciplines

examples of best practice in online teaching

online teaching case studies

a consideration of issues and challenges (it's not all roses!)

accompanying PDF files with strategies and tips, and links to further reading

Overall this is an excellent resource for online tutors. Below is one of my favourite videos, about motivating and engaging students online.

There are many more LTTO videos, this is a resource well worth exploring. So I was delighted to recently have the pleasure of meeting Simon McIntyre, one of the LTTO project members, in Sydney, and to get the back story to LTTO. Here is what he has to say about the project:

Why did you decide to create the Learning to Teach Online video series?
We decided to create the Learning to Teach Online resource because we were becoming increasingly aware of a gap in the type of learning and teaching support available for online and blended courses. There is a lot of scholarly information about different online teaching approaches available, but we realise that everyone is extremely busy, and can't dedicate huge amounts of time to wading through the literature, finding what is relent to them and then trying to determine how to try the ideas for themselves.
How many people were involved in the LTTO videos? Are they all from the same university department?
We wanted to use this concept to create a pragmatic, conversational style cross-disciplinary resource that would have the same feeling as popping down the corridor and asking advice from a colleague who has had first hand experience of online teaching. We interviewed 53 people for the resource including students, academics, deans, librarians, support staff from 18 different disciplines in 18 institutions in 3 countries.
What is the thinking behind the LTTO videos?
It was important that the resources focused mostly upon pedagogy, as technology will always change, and can be a turn off for people if it is discussed before an understanding of why online teaching is relevant and important is developed. Learning to Teach Online is designed to help people build confidence and give them ideas they can easily apply to their own circumstances. We wanted to take a warts and all approach, where teachers shared the difficulties as well as the successes, as often online learning is discussed at a macro level by institutions, all 'polish and efficiencies'. It is hard work, it can be daunting for the uninitiated, but we wanted the resources to show that it also worthwhile and can become an incredibly engaging and effective way to learn and teach.
How successful has the project been, and what's next?
We are thrilled that Learning to Teach Online has received around 170,000 unique views to date from a wide range of education escorts and disciplines from so many countries. It is great to know that so many people can relate to and be helped by the resource. We plan on developing more episodes focused on mobile learning pending government funding.
If you'd like to find out more about the project, see here.

Let me know what you think of this resource in the Comments below!

Nicky Hockly
The Consultants-E
October 2012

# data[].attributes.attachment_link.description
I've blogged about the free Learning to Teach Online video series (LTTO) from the University of New South Wales before. (The original post, which includes 4 other online teaching video resources, is here). What's especially good about the LTTO videos resource?

# data[].attributes.attachment_link.readable_text
Before you begin

Currently, only Latin-script keyboards are supported. To perform a search with non-Latin characters, please copy and paste the text into the search box.

Your institution needs to enable mobile device access.

Type your institution's name in the app to check if your institution has enabled mobile device access.

You need a Blackboard Learn account at your institution.

You'll log in to the app with the same username and password provided by your institution.

Your device needs one of these operating systems to run the Blackboard Learn app.

iOS 13+
Android 11+

Google Play services stand suspended on Huawei mobile devices adhering to a release note shared on 16th May 2019. You may face difficulty in accessing the Blackboard Learn app on Huawei mobile devices launched after this date.

Install app and log in

Use these steps to download and install the Blackboard Learn app.

1. From your tablet or phone, access the appropriate app store.

2. If necessary, search for Blackboard.

3. Install the Blackboard Learn app on your mobile device.

1. Open the Blackboard Learn app and search for your institution's full name. If you're unable to find your institution, try modifying your search. If your institution is part of a larger institution or district, try searching for that name instead. If you still can't find your institution, contact your institution's IT help desk.

2. Log in with your Blackboard Learn username and password. These are typically the same credentials you use to access your Blackboard courses on a computer.

Multi-factor authentication

If your institution enables multi-factor authentication, you need to start the MFA registration process after providing a correct name and password. You can use an authenticator app of your choice or the one suggested by your institution.

For the initial set up and login with MFA:

1. Download and install any authenticator app (such as Microsoft Authenticator, Google Authenticator, or Authy) on your phone or device. Your institution may also have a preferred app that's used.

2. Open the authenticator app and scan the image that displays using your phone's camera or copy the key that is listed.

3. Select Next to enter the code and associate it with your account.

4. Once you receive the 6-digit temporary code generated by your authentication app, type that code into the field provided and select Submit.

Once you have enabled MFA, you are now asked for a login code each time you log in.

If you lose access to your trusted device, you can request a reset of your MFA (via normal institution-defined support channels). This allows you to start the registration process of a new device.

Touch ID

The Blackboard Learn app supports iOS Touch ID and Android fingerprint login. After you've set up that feature on your device, you can use your fingerprint to log in to the Blackboard Learn app.

1. Log in to the Blackboard Learn app with your username and password.

2. When prompted to use Touch ID or fingerprint login, tap Continue.
If you're already logged into the app, go to the main menu, tap More, Settings, and toggle on Touch ID to enable it.

Anyone with a saved fingerprint or passcode to your device can potentially access your Blackboard Learn app information.

Face ID

The Blackboard Learn app supports iOS Face ID. Android facial recognition isn't supported at this time. After you've set up Face ID on your device, you can use facial recognition to log in to the Blackboard Learn app.

1. Log in to the Blackboard Learn app with your username and password.

2. Access Settings from the app's main menu.

3. Tap Face ID and enable it.

4. The next time you log into the app you'll be prompted to use Face ID. Select Continue.

You can also enable Face ID in your iOS device's Settings. On the Settings screen, scroll down and select Blackboard Learn app from the list. Tap Face ID to enable it.

Anyone with a saved Face ID or passcode to your device can potentially access your Blackboard Learn app information.

Explore the app

The app provides access to all the courses where you're enrolled as an instructor, TA, course builder, student, or other custom roles. Explore the app on your own or use the feature guide to see what's available.
Features in Blackboard Learn app
Apple, the Apple logo, iPhone, and iPod touch are trademarks of Apple Inc., registered in the U.S. and other countries. App Store is a service mark of Apple Inc., registered in the U.S. and other countries.

©2020 Google LLC All rights reserved. Google Play and Android are trademarks of Google LLC

# data[].attributes.attachment_link.description
Currently, only Latin-script keyboards are supported. To perform a search with non-Latin characters, please copy and paste the text into the search box. Your institution needs to enable mobile device access. Type your institution's name in the app to check if your institution has enabled mobile device access.

# data[].attributes.attachment_link.title
Feature Guide for the Blackboard App | Blackboard Help

# data[].attributes.attachment_link.description
The Blackboard app includes Collaborate with the Ultra experience for synchronous web conferencing on your mobile device. Your sessions are listed within courses in the app for easy access. You can also join sessions that aren't associated with a course if the moderator provides you a link.

# data[].attributes.body
The Five Stage Model - online learning

# data[].attributes.attachment_link.readable_text
For online learning to be successful and happy, participants need to be supported through a structured developmental process. The five-stage-model provides a framework or scaffold for a structured and paced programme of e-tivities.
​The five-stage-model offers essential support and development to participants at each stage as they build up expertise in learning online.

# data[].attributes.attachment_link.description
Update video for the 5 stage model for 2022 and beyond. ​ Click here.

# data[].attributes.body
5 Stage Model Video