Course Updates

• Make sure to type out your changes directly in the Bb editor or paste them in as plain text.  Copying and pasting formatted text (e.g., from Microsoft Word) can sometimes create formatting and consistency issues.  You can apply headings and styles using the Bb editor menu.
• Make sure any changes to “How to Proceed” or “Graded Activities” sections match the actual assignments in the module.
• Make sure any minor changes to module objectives are also updated in your syllabus.
  • Check with your instructional designer and/or program director if you wish to make substantial changes to module objectives, as this can impact course alignment or program accreditation. 

• Make sure to type out your changes directly in the Bb editor or paste them in as plain text.  Copying and pasting formatted text (e.g., from Microsoft Word) can sometimes create formatting and consistency issues.  You can apply headings and styles using the Bb editor menu.

• Check with your instructional designer and/or program director if you wish to make substantial changes to a discussion/assignment that would impact alignment with course/module outcomes or program accreditation.

• Make sure any additions, removals, or title changes are reflected in the Overview section (e.g. "How to Proceed" section or "Graded Activities" section).

• Make sure to type out your changes directly in the Bb editor or paste them in as plain text.  Copying and pasting formatted text (e.g., from Microsoft Word) can sometimes create formatting and consistency issues.  You can apply headings and styles using the Bb editor menu.

• Make sure that your updated test/quiz still aligns with your module objectives.

• Check with your instructional designer if you wish to make changes to a test/quiz that a student has already taken.

Online resources include third-party websites, blog or newspaper articles, links to journal articles, YouTube videos, etc.

• Use descriptive text as your link rather than the URL. Avoid vague descriptive text such as “click here”, as this creates difficulty for those using screen readers.

  • Correct: "Go to the FCTL Website"
  • Incorrect: "Go to https://www.umaryland.edu/fctl/"
    
    

• If the online resource is required material, it must be accessible to students (refer to the Accessibility Audit Checklist for guidelines or contact your instructional designer if you're not sure how to determine this). If the resource is not accessible:

  • Consider using a different format (e.g. HTML versus a PDF) or a different resource that is already accessible.
  • Reach out to the publisher to see if they can remediate the resource or provide an accessible version (before students need to access the resource).
  • If neither of the above is possible, create an alternate conforming version of the resource (e.g. copy PDF content into an accessible Word document or a Blackboard page; create an annotated transcript for an uncaptioned YouTube video).
    
    
• If the resource you wish to add requires you to upload a file to Blackboard (versus using a hyperlink to an online resource), please see "I want to upload a third-party document to Blackboard" in the Red Light section.

Instructor-created documents include worksheets, handouts, instructions, scenario descriptions, etc. that you create yourself in a word processing program.

• Make sure your document is accessible (refer to the Accessibility Audit Checklist for guidelines or reach out to your instructional designer if you have questions).

  • Blackboard Ally can point out any additional accessibility issues and coach you on how to correct them. Be aware, however, that there limitations to what Ally can check.

• Use a clear, descriptive name for your document.

• If you did not create the document yourself, make sure you have permission to upload it (see “I want to upload a third-party document” in the Red Light changes section).

• Check with your program director to ensure changes do not impact accreditation requirements.

• Work with your instructional designer to ensure assignments, assessments, and resources align with the updated objectives.

• Make sure your module objectives are also updated in your syllabus.

• Check with your program director to ensure changes do not impact accreditation.

• Work with your instructional designer to ensure assignments/assessments still align with existing module objectives.

• Make sure that you update your syllabus where these assignments are referenced (including point values/grading scheme).

• Make sure any newly created assignments appear in the correct order in the Gradebook by reordering them in the "Gradeable Items" tab of the Gradebook.
  
• In addition, make sure any newly created discussions appear in the correct order on the course Discussions page.
  
• If you use the Weighted format for your overall course grade calculation (as opposed to Points, which is the default), be sure to specify the correct Category for newly created assignments in the assignment settings.

• Add a rubric to the assignment in from within the assignment settings, if applicable.

• Make sure you have permission to upload the image to prevent copyright infringement.  If attribution is required, please include with the image.

• Make sure the image is accessible (refer to the Accessibility Audit Checklist for guidelines or reach out to your instructional designer if you have questions)

• Avoid including images of text.

• Images should include an appropriate alternative description for screen readers.

• Pay attention to contrast and color choice in images (i.e., visual impairments, color blindness).

• Consult with your instructional designer to obtain and/or verify permission.  Your instructional designer can help you:

• Check the license of the document to see whether permission is required.

• Find a link to the document on the web or in the library databases. This bypasses the need to upload the document and obtain permission.

• Work with the library to obtain copyright clearance or add the item to the course reserves system.

• If the document is required material, it must be accessible to students (refer to the Accessibility Audit Checklist for guidelines or reach out to your instructional designer if have questions). If the resource is not accessible:

  • Consider using a different format (e.g. HTML versus a PDF) or a different resource that is already accessible.
  • Reach out to the publisher to see if they can remediate the resource or provide an accessible version (before students need to access the resource).
  • If neither of the above is possible, create an alternate conforming version of the resource (e.g. copy PDF content into an accessible Word document or a Blackboard page; provide a data table alternative for an inaccessible graph or chart).

Examples include the addition/deletion/replacement of entire modules, complex reorganization of the course, major changes to content, objectives, or major assignments.

• Substantial changes must be communicated to and approved by the program director before implementing.

• Work with your instructional designer to implement substantial changes to your course.

• It may be helpful to use the “Course Changes Map” to communicate your desired changes to your program director and/or instructional designer.

• Substantial changes requiring FCTL support must be communicated by the revision requests due date provided by the instructional designer during the course prep process. Support may be limited or unavailable for requests made after that date.