Using Blackboard to Increase Learner Success

Presented by

Bill Ganza Chuck Lombardo

Workshop Description Based on principles of mastery learning, this approach uses the features of Blackboard to enhance mastery of subject matter. Using Blackboards features makes this easy for faculty. In this presentation, well discuss adaptive release, multiple attempts for assessment, and assignments and other features. We will explore these and other features of the Blackboard learning system and discuss ways for faculty to use these tools to improve student learning and subject matter proficiency

What is Mastery Learning?

An instructional method that presumes that all can learn if they are provided with the appropriate learning conditions. A method where by students are not advanced to a subsequent learning objective until they demonstrate proficiency with the current learning objective

Mastery Learning
Typically consists of discrete topics which all students begin together Student who do not master, are given additional instruction Students who do master are given enrichment activities until others catch up so class moves together.

Mastery Learning
Instructor provides:
Tutoring Group based instruction Frequent and specific feedback

Over 2000 articles published on Learning for Mastery (Martinez, 1999)

Mastery Learning
Can involve: Direct teacher instruction Cooperation with classmates Independent learning

Mastery Learning
Focus on the process not the content Based on Benjamin Bloom's Learning for Mastery Model Refinement s by Block Can be used as teacherpaced, one-to-one tutoring, or self-paced learning

Mastery Learning
Requires
Well-defined learning objectives organized into smaller, sequentially organized units

Mastery Learning
Assumes that there is no normal curve for grades Assumes that 90%+ could master what they are taught Based on Caroll's Model of Learning

Caroll's Model of Learning

School Learning = f(time spent/time needed). Carroll explains that time spent is the result of opportunity and perseverance. Opportunity in Carroll's model is determined by the classroom teacher; the specific measure is called allotted or allocated time (i.e., time allocated for learning by classroom teachers.) Perseverance is the student's involvement with academic content during that allocated time. Carroll proposed that perseverance be measured as the percentage of the allocated time that students are actually involved in the learning process and was labeled engagement rate. Allocated time multiplied by engagement rate produced the variable Carroll proposed as a measure of time spent, which came to be called engaged time or time-on-task.

Carroll's Model (1963)

Carroll proposed that the time needed by students to learn academic content is contingent upon aptitude (the most often used measure is IQ) ability to understand the instruction presented (the extent to which they possessed prerequisite knowledge), the quality of instruction students receive. Carroll proposed specific teacher & student behaviors/characteristics where the variables needed to predict school learning; - he did not include influences of family, community, society.

Mastery Learning - Basic Principles

Almost all students can earn A's if 1) students are given enough time to learn normal information taught in school, and 2) students are provided quality instruction. By quality instruction Bloom meant that teachers should: (1) organize subject matter into manageable learning units, (2) develop specific learning objectives for each unit, (3) develop appropriate formative and summative assessment measures, and (4) plan and implement group teaching strategies, with sufficient time allocations, practice opportunities, and corrective reinstruction for all students to reach the desired level of mastery.

What are the Advantages of Mastery Learning?

Greatly perform the performance of low aptitude students Increase student retention Students will not have to put in much more time to achieve mastery Studies confirm Mastery Learning increased student performance as measured by exam scores and Student Aptitude (Slavin, 1987; Kulik, Kulik & Bangert-Drowns, 1990)

Obstacles to Mastery
These are four obstacles that have kept Mastery Learning from becoming a standard method of instruction. They include: 1) creating multiple versions of each test, 2) grading multiple versions of tests for students at varying stages of the course, 3) scheduling time for students to take several versions of tests, if needed, to attain a certain level of mastery, and 4) teaching students who are at different learning objectives.

Applications of Mastery Learning

Psychology Courses (FCCJ SIRIUS Course) Remediation in Mathematics (Allegany College of Maryland SIRIUS - FCCJ) Others include: Agriculture, Education, Computer Science, Economics, Foreign Languages, Health Sciences, Language Arts, Microbiology, Physics, Vocational Education/Training (Hymel and Dyck, 1993)

How can we use Blackboard to promote Mastery Learning?

Assessments
Multiple Attempts Random Blocks

Assignments Adaptive Release of Content Collaborative Discussion Boards Course Cartridges Other features

Assessments Attempts (6.3)

Assessment Attempts (7.1)

Assessments Attempts
Campus Edition

Assessments Random Blocks (7.1)

Assessments Random Blocks

Assessments Random Blocks

Campus Edition

Adaptive Release - Settings

Adaptive Release - Settings

Adaptive Release - Mastery

Adaptive Release - Remediation

Adaptive Release - Settings

Campus Edition

Adaptive Release - Setting

Campus Edition

Adaptive Release Mastery

Campus Edition

Adaptive Release - Remediation

Campus Edition

Assignments Grading

Assignments Student View

Assignments - Option
You can also set up an assignment as an assessment (Essay Questions) with multiple attempts and place these in a content area called Assignments

Assignments Mastery
Campus Edition

Discussion Boards

Discussions
Campus Edition

Course Cartridges

e-Pack
Campus Edition

Discussion
Other Blackboard features you can use for mastery? Other options for mastery? Questions?

Contact Information
Bill Ganza Director of Professional Development wganza@fccj.edu 904.632.3114 Chuck Lombardo Director of Creative Learning Services clombar@fccj.edu 904.633.5905