Making Assignments work for Students

When we change from teaching face-to-face to teaching online, we need to shift our paradigm and allow for new workflows and processes. One of the first points of consideration is to assign work to students and how students will submit that work online.

Similarities between Traditional and Online Assignments

We've all taught or been students in the traditional classroom. We're familiar with the teacher handing out the description or instructions for a paper or project. If it is an assignment that we will have to work on in our own time, then the teacher isn't going to try to collect the assignment at the same time as she is introducing it to us. Let's apply the traditional classroom model to the online classroom. An assignment, whether it is a paper, video, or project, that takes some time to complete needs to be introduced at one point. Then students need to submit the assignment at a later point in time. So when we think about "creating an assignment" or "assigning a paper," we're talking about two events.

• Explaining the requirements to students is done in one step.
• Collecting work from students is a totally separate event.

How to Set Up Assignments in Blackboard

Here is a process that can apply to all assignments created in Blackboard.

1. Plan. Instructor plans the timeline from when assignment is introduced to when it is submitted (and, perhaps, graded). Not much different from a traditional classroom.
2. Explain (or "assign"). Instructor writes out the description and/or instructions for the assignment itself -- how to fulfill the requirements of the assignment. These details are added to the course content. This takes the place of the assignment handout.
3. Collect. Instructor creates an "Assignment" in Blackboard. Assignment is Blackboard's term for a virtual "dropbox," a place where students can submit documents or files. In the traditional classroom, we take for granted students can drop papers on our desk.
4. Grade. Instructor grades the assignment.
5. Review. Students receive and review feedback

One key concept is that steps 2 and 3 above should be separate. When we say "assign a paper" we aren't saying the same thing as "collect students' work." Let's go through each of these in a little more detail.

1. Plan the timeline

   This is a perfect situation for applying backward design. We might ask how much time do students need to work on this assignment, how much time will I need to grade the assignment, and similar questions to determine when the assignment will be due. If we know when the work will be due and how much time students will need, then we know when the assignment can be introduced to students. Likewise, we might know how many papers or projects we have to fit into one term and pan the due dates that way. In either case, we can determine the due date as we plan.

2. Explain assignment in course content

   Knowing when to introduce the assignment, we can add the assignment details to that week's lesson content. For example, if I know students need 3 weeks to work on a paper that will be due in Week 5, then I know I can introduce that paper in Week 2. When I add the assignment details to my lesson content, it might be useful to create a separate, distinct page with all of the assignment information. This page an be linked to from the Lesson Activities page (the "roadmap") of the week's activities. The due date for the assignment should be included in these details. Students should be aware the assignment is not due in the same week in which it was introduced.

3. Create assignment to collect submissions

   Now we're preparing to collect work from students is a totally separate event. So when we think about "creating an assignment" or "assigning a paper," we're talking about two events. Some instructors put the explanation of their assignment in the assignment submission area. A better practice is to explain the assignment in the context of a lesson (see above) and use the assignment submission area to just explain how to submit the work. Online Learning has created some customizable language for various types of assignments to get you started.

4. Grade the assignment

   You may choose to use a rubric, to make inline comments (on certain types of documents), or make summary comments.

5. Students review feedback

   The loop is closed when students review their feedback and are able to grow from the experience.