The information in this article is correct at the time of writing, please check our TEL Blog for the latest information on Technology at the University of Reading.
Blackboard blogs are individual course-facing areas that allow students and instructors enrolled onto a module to engage with each other’s content.
Blogs are created and managed by instructors and can be set as graded or formative pieces. Depending on permissions, students can view, create entries, and comment on each other’s blogs.
This page is designed as a brief overview of the tool. You can find further support on how to set up, deploy, and grade Blogs on our support site.
Availability:
- Free
- Online (via Blackboard)
- Blackboard App
Key features:
- 3 different ways of deployment (Course, Group, Individual)
- Full use of the Blackboard text editor to include a variety of styling and media
- Graded/Ungraded options
- If graded, new entries will show as Needs Marking
- Comments can be made anonymous
Benefits:
- Excellent for reflective tasks & minimum set-up Portfolio projects
- Can be used to develop an online community
- Can be set up for group work to create a dynamic collaborative environment
Considerations and limitations:
- Blogs cannot be personalised in the same way that a website can, however the Blackboard Text Editor allows for some styling and personalisation of entries
- If you plan to use multiple blogs on a course, you must set them up with Blog Topics
- Requires careful setting of boundaries and managing of expectations
- Once a Blog has been set as graded, this cannot be undone
Copyright information and liabilities
- When adding third party content (such as images or videos) you must follow guidance on making copyright law work for you in your University teaching (useful copyright FAQs can be found on the University IMPs webpages). You may also find suitable content via the university collections or free image sites such a Pixabay, Unsplash and unDraw (always check the usage terms).
Page last updated on February 4, 2021 by mattjones
