Extrinsic motivators can be a powerful tool for encouraging students to progress in your courses. You can use Achievements to keep students motivated and congratulate them for how they’ve participated in your course.

You should now notice a new addition to the top tab in your Blackboard module areas called Achievements. This is where you start in creating a badge for students to achieve based on specific criteria.

Achievements is a very simple tool that you can use in your module or programme areas in different ways:

• Support self-directed learning pathways. You can give learners tasks, goals, or ‘quests’with clearly defined criteria. Learners can have more flexibility in how they approach their activities. They might choose to focus on a particular area of development before moving on to another. This can replace a set sequence, personalising the learning.
• Engage and motivate learners. Some learners respond to extrinsic motivations. They feel satisfied when they complete tasks.
• Adds transparency of learning. Course badges that define the skills and competencies in a course can help students to see how they’re developing competencies and also can better understand and demonstrate to others what they’re learning.

Why not consider how you could incorporate Achievements into your teaching?

More information can be found on the Blackboard Help pages and also in our Blackboard and Supported Tools Course.

The post Blackboard Achievements appeared first on Digital Learning.

This week we are releasing two new sets of tools to Blackboard; ‘AI Conversation’ and ‘AI Design Assistant’.

We’ll be presenting the tools at the SOLSTICE and CLT Conference, on the 18th June 2025.

To help you become familiar with these tools I’ve recorded the following videos, and included some additional resources.

Introduction

• Introduction to Blackboard’s ‘AI Design Assistant’ and ‘AI Conversation’ tools [1:18]

AI Conversation

Socratic Questioning

• Part 1 – Introduction [1:40]
• Part 2 – Setting up [2:56]
• Part 3 – The Student Experience [1:29]
• Part 4 – Giving Feedback to Students [1:08]
• Part 5 – Ideas for Use [1:26]
• New Feature: Auto-Generate Conversation [2:34]

Role Play

• Part 1 – Introduction [0:47]
• Part 2 – Setting Up [2:05]
• Part 3 – Student Experience [0:51]
• Part 4 – Viewing the Student Answers [1:20]
• Part 5 – Ideas for Use [1:26]
• New Feature: Auto-Generate Conversation [2:34]

Additional Resources

• Blackboard AI Conversation Help Page.
• Auto-generate AI Conversations.
• Blackboard User Group 6th February. Led by Ellis Reeves & Meredith Hawcroft, University of South Carolina Aiken, USA.
• Blackboard User Group 12th June. Led by Katy Sheader & Paul Finley, Durham University.
• Online role-play environments for higher education, Russell and Shepherd, 2010.
• Using AI Based Chatbot ChatGPT for Practicing Counseling Skills Through Role-Play, Maurya, 2023.

AI Design Assistant

Generate Test Questions

• Part 1 – Setting up [4:08]
• Part 2 – Ideas for use [0:54]

Generate Learning Modules​

• Setting up [2:34]

Generate Journal Activities​

• Setting up [2:20]

Generate Discussion Activities​

• Setting up [2:24]

Generate Assignments

• Setting up [2:25]

Additional Resources

• AI Design Assistant Help Page.
• Writing Multiple-Choice Questions for Higher-level Thinking, by Mike Dickinson.
• Learning and Assessing with Multiple-Choice Questions in College Classrooms, by Jay Parkes, Dawn Zimmaro. 2016.

Image by Yutong Liu & Kingston School of Art / Talking to AI 2.0 / Licenced by CC-BY 4.0

The post Introducing Blackboard’s AI Conversation and AI Design Assistant appeared first on Digital Learning.

Informed by the Blackboard Exemplary Course Programme (ECP) rubric and developed in consultation with colleagues from across the University and in collaboration with our University Fellows, the Baseline is fully supported by the Learning and Teaching Committee and the Associate Deans.

The new Baseline is structured into four key sections, designed to make it easier for academic staff to navigate and apply:

1. Structure
2. Orientation
3. Comunication and Learner Engagement
4. Assessment

Visit the [VLE Baseline (Sept 2025–Aug 2026) SharePoint site] (preview below) to explore the standards and access a range of support resources. These standards aim to help you make the most of Blackboard and maximise the benefits of the annual templates.

To support alignment with the new Baseline, we’ve also created a VLE Baseline Checklist – a simple, downloadable tool to help you review your module(s) and track progress.

Exemplar Showcase

To explore examples of best practice, simply search for “Exemplar” in your course list. One example is ‘Blockchain, Crypto and Digital Technology’, which is taken from a recently delivered module in the Law School taken by students studying in Ukraine as part of their dual-degree programme.  It was co-designed by members of the Digital Learning team and academics from the Law department. This module showcases a clear, well-structured approach that effectively integrates a range of digital tools to engage learners. Some elements that were used in delivery have been removed from the example (synchronous online sessions and collaborative tools that had responses) but if you would like to find out more, please get in touch.

‘Introduction to Swimming’, designed by one of our Technologists, is not a real module but closely replicates real user interactions. It makes use of Blackboard’s built-in design tools, including banners and Learning Module images, to create a visually engaging structure. This is another great example of a well-structured course that effectively uses a range of tools to enhance the student experience.

The Learning Technology Team provides advice, guidance, and training to help staff meet these standards. Staff are encouraged to consult their Learning Technologist for support with Blackboard, including training and workshops on creating Ultra courses.

The post New and Updated VLE Baseline – Launching September 2025 appeared first on Digital Learning.

This year’s areas come with a refreshed template, designed to support you in building high-quality courses and improving the student experience. Here’s what’s new: 

? Fresh Features to Get You Started 

• Learning Module Images: 
  We’ve added suggested images to your Learning Modules to give them a more visual and engaging feel. You’re welcome to use these or swap them for ones that better suit your theme. Our new guide, Adding Images to your Learning Module Containers, is here to help. 

• Essentials for Staff Setting Up Course Areas: 
  A dedicated Learning Module includes direct access to the updated 2025 VLE Baseline SharePoint pages. These outline the expected standards for all taught undergraduate modules using Blackboard Ultra. 
  You’ll find step-by-step guidance and a handy checklist to help ensure your course meets baseline requirements. 

? Module Essentials – Tools and Links 

We’ve also included a Module Essentials area containing helpful tools and resources to support both staff and students. 

• You’ll find links to key tools such as Qwickly Attendance and the Reading List. 

• We’ve added a template for Useful Contact Details to help students easily identify key staff members and know where, when, and how to contact them. 

• To make this even more effective, we recommend uploading photos of key staff and placing them alongside their contact details, just like in the template. A friendly face can go a long way in building connection and clarity! 

? Assessments Support 

• Within the Assessments Learning Module, you’ll find a Staff Guidance folder (hidden from students). 
• This includes a quick two-minute video overview of assessment tools such as Turnitin, Blackboard Assignment, and Blackboard Test Tool. 
• There’s also guidance on linking to the Ethical Use of Generative AI document. 

• This includes a quick two-minute video overview of assessment tools such as Turnitin, Blackboard Assignment, and Blackboard Test Tool. 
• Students will find a link to our Submitting Assessments Online webpages which includes guides and videos on using Turnitin and submitting video assessments through Blackboard Assignments/Panopto as well as how to access grades and feedback. 

? Learning Modules to Build From 

We’ve included a couple of sample Learning Modules to help you get started. Once you’ve chosen your structure (week, block, or theme), you can add more as needed. 

Use Learning Modules to clearly structure your content—be sure to label them and include short descriptions. Adding thumbnail images improves navigation and creates a more intuitive, student-friendly experience. 

If you have any questions or would like us to attend one of your department meetings to go through the update, please get it touch with ltdsupport@edgehill.ac.uk.

The post ? September 2025 Course Areas Are Ready to Go! appeared first on Digital Learning.

Hiding the videos is not as simple as deleting the links to Panopto from Course Content, as there is also a link that the students can use to access Panopto under ‘Books & Tools’.

The following video shows how you can create a folder that only staff can see, and how to put the videos that are to be hidden in there.

If you have made recordings of presentations or practical assessments and want to ensure that students cannot see the videos, we would recommend asking Learning Technology Development to set up an Assessment Area to store the videos in. These are areas with a similar name and ID to your regular Blackboard area, but students are not given access to them.

The post Hiding Panopto Videos from Students appeared first on Digital Learning.

One of the main benefits of using Learning Modules as opposed to folders is you can add thumbnail images to your Learning Modules, making it easier for students to navigate course materials, ultimately leading to a more intuitive learning experience. 

Check out our guidance on Adding Images to your Learning Module Containers. The page shows you step-by-step how to add images to your Learning Modules using the different options, including selecting an image from Unsplash, using AI to Generate an image or creating your own Learning Module images using a PowerPoint template or Adobe Express. We have also included lots of examples to give you some inspiration!

The post Blackboard – New Feature Alert – Convert Folders into Learning Modules with One Click appeared first on Digital Learning.

Interactive teaching tools have become essential in keeping students engaged during lectures. We spoke with Dr John Shaw a Senior Lecturer in Psychology here at Edge Hill University, who has been using Vevox to enhance student participation.

Here’s what he had to say about his experience.

What do you use Vevox for?

“I use it in a couple of ways. In my developmental psychology lectures, I use it to check students’ knowledge—for example, using a Likert scale (1-5) to gauge how well they understand a concept. I also incorporate it as a pseudo-quiz element, asking questions like ‘What percentage of Autistic Adults are in full-time employment?’ to keep students engaged with the lecture.

Additionally, I use Vevox on open days when giving prospective students and their families a taster lecture. In these sessions, I engage them by asking about their sleep habits, which ties into my research area. Questions like ‘How much sleep did you get last night?’ or ‘What do you remember about your dreams?’ help to make the experience interactive and memorable.”

Why do you use Vevox in your Teaching?

“I find that lectures and any teaching sessions with students are far more effective when there’s an element of interaction. If students are passively listening for over an hour, their engagement drops. By encouraging them to think critically about questions and actively participate, they stay more engaged and involved in the learning process.

Vevox makes this easy. Students can access the platform from their smartphones, laptops, or tablets without needing to create an account. I simply add the Session ID and QR code to my PowerPoint slides, allowing them to join seamlessly.”

What are some key benefits of using Vevox?

“One of the biggest advantages is anonymity. Students can submit responses anonymously (unless they choose to share their names), which encourages more honest and open participation.

It’s also incredibly user-friendly. Setting up and integrating Vevox into lectures is straightforward, and the accessibility of the platform means students can engage without any barriers.”

Have you faced any challenges using Vevox?

“Not really. I’ve had no issues when using it in my lectures. I’m planning to try out the new cloud-based PowerPoint add-in during my next session, so I’ll see how that goes and provide feedback afterward.”

What has student feedback been like?

“Students really appreciate how easy Vevox is to use. More importantly for them, the anonymity feature allows them to share their thoughts freely, making them more willing to be honest in their responses. The overall feedback has been very positive.”

Do you have any tips for other academics looking to try Vevox?

“It’s one of those tools you just need to try! It’s intuitive and even features AI-generated question options to make setup even easier. Since I started using it and sharing it with my colleagues, several others in my department have adopted it as well.”

Getting Started with Vevox

If you’re interested in trying Vevox, getting started is simple. Just sign in via Vevox Sign In and choose Login with Microsoft for easy access through our single sign-on system (the exact same username and password you use for all Edge Hill systems). 

For more details, visit our Vevox page or reach out to us at ltdsupport@edgehill.ac.uk for assistance!

Join our engaging bitesize sessions to quickly master Vevox and enhance your teaching. Check out our Digital Skills Programme to find the next available session!

The post Engaging Students with Vevox: An Academic’s Experience appeared first on Digital Learning.

Understanding Accessibility: Different Needs, Different Solutions

During my internship, as I explored the accessibility of course content and listened to students’ experiences, I learned that accessibility in education isn’t one-size-fits-all.

For neurodivergent students—like those with autism or ADHD—accessibility means providing materials that match their unique learning styles. This could include clear text, lecture transcripts, or videos that cater to their needs.

For neurotypical students, accessibility is more about flexibility. With their busy schedules, they need content that’s easy to access at any time, available in different formats, and organized in a way that supports efficient studying.

Understanding these different needs is key to creating an inclusive learning environment that benefits everyone.

The Importance of Accessible Course Content

Before diving into the experiences of students, it’s essential to understand why accessible content is so important in higher education.

Key Figures and Insights

• Neurodivergent Students in Higher Education: Studies indicate that around 1 in 7 people are neurodivergent, which translates to a significant portion of the student body in higher education. (Source)
• Non-Disclosure: A survey by the National Center for College Students with Disabilities found that nearly 60% of students with disabilities choose not to disclose their condition to their institution.
• Impact on Academic Success: Research shows that accessible course content can significantly improve academic outcomes for all students, not just those with disabilities.

These statistics highlight the crucial role of accessibility in supporting students’ academic journeys, ensuring everyone can succeed.

Key Takeaways from the Interviews

We conducted interviews with three students at Edge Hill University to understand their experiences with course content accessibility. Here are some key insights:

Rosie (Neurodivergent Student – Autistic)

Rosie, a postgraduate student in Critical Autism Studies, shared that time management is a challenge for her as an autistic student. Tools like TimeTree and mind mapping software have been lifesavers. She noted that while course material accessibility has improved, issues like rigid PDFs and poorly captioned videos still cause difficulties.

Weronika (Neurotypical Student)

Weronika, a second-year Business and Economics student, prefers taking notes by hand but also uses digital tools like Microsoft Planner to manage her workload. She finds tools like Blackboard Ally and Blackboard Ally alternative versions such as Beeline Reader helpful for reading and organising content. However, she mentioned that handwritten notes and diagrams can be confusing without proper context.

Jessica (Neurotypical Student)

Jessica, who recently finished her business degree and is starting a Master’s, didn’t use many accessibility tools until her internship. Now, she sees the value in resources like Caption.Ed. She also realised that accessibility could be improved, especially in areas like colour contrast and how quickly lecturers speak.

Recommendations for Academics

To better support all students, it’s important for educators to embrace inclusive teaching practices. Here are a few key recommendations based my findings:

• Generate Accessible Content: Follow industry standards to create accessible materials. This includes adding alt text for images, ensuring slides are accessible, and using clear, readable fonts and colours.
• Organise and Simplify: Keep lecture slides and materials clear, concise, and well-organised. Avoid clutter and make sure the content is easy to follow.
• Provide Flexible Access: Make sure recorded lectures are available with proper captions, so students can review them at their convenience, fitting in with their busy schedules.

Conclusion

Creating accessible course content is not just about accommodating neurodivergent students; it is about fostering an inclusive learning environment that benefits all students. By understanding and addressing the diverse needs of the student body, educators can enhance learning experiences and support academic success. The insights from our interviews underscore the importance of flexibility, clarity, and multimodal content in making education accessible to everyone.

The interviews can be viewed here.

The post From Confusion to Clarity: Student Voices on Course Accessibility appeared first on Digital Learning.

Content Copy makes this easy, and our short video takes you through the process step by step.

The post Using Content Copy to Copy Items Between Blackboard Areas Mid-Year appeared first on Digital Learning.

Blackboard Document pages enable easy creation of web pages within Blackboard. These pages can contain a range of items including text, images, Microsoft Office documents, multiple choice questions, and embedded YouTube videos.

How do I Add Images?

There are now three ways to add images to Document pages. You can upload an image, choose a stock image from Unsplash, or generate an image.

The ‘Adding Images to Blackboard Document Pages’ video takes you through these three ways to add images.

The new ‘Generated images’ option might be useful if you cannot find a stock image that is suitable. The generated images may be at a lower quality than those you would get out of tools like Midjourney and DALL.E, but the option is there to save you time when setting up your Blackboard areas, and it means that you do not need to access other tools.

The post Adding Images to Blackboard Document Pages appeared first on Digital Learning.