Anthology Blackboard releases monthly updates to enhance teaching, learning, and assessment in Blackboard Ultra. To help staff stay informed and make use of these improvements in really impactful ways, we’ve selected the key updates and distilled them into this two-part blog series. Each post highlights the most essential new features designed to streamline workflows, support innovative digital pedagogy, and enhance student engagement.
In this second instalment of the Blackboard update Round-up blog, we cover the following features and functionality:
- Force Sequence in Learning Modules now includes a ‘Start’ or ‘Continue’ button.
- Workflow change to opening and closing Blackboard Modules
- Anonymous Discussion Board entries.
- Pop-out Rubrics for Blackboard assessments
1. Force Sequence in Learning Modules now includes a ‘Start’ or ‘Continue’ button
Learning Modules include the ‘Force Sequence’ feature, which controls how students progress through the content contained in a Learning module. They must navigate through the content in the order it is placed (top to bottom) and cannot skip ahead.
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| Enabling the Force Sequence option in a Learning Module. | How a student sees the content in a Learning Module when the Force Sequence feature is enabled. |
Following a recent Blackboard update, when a student sees a Force Sequence ‘enabled’ Learning Module, a link to start the sequence is now visible in the body of the visible Learning Module space.
Once the student has accessed the Learning module, the next time they view and attempt to access it again (for example, if they only worked on 50% of the content inside the Learning Module) the link to ‘Start’ working will update to ‘Continue’ and by clicking on this link, it will take the student to the next accessible content item in the Learning module (for example if they had completed parts 1 and 2, it would open part 3). It will also inform them how many content items they have progressed through and how many are left to attempt.
2. Workflow change to opening and closing Blackboard Modules
In January, Blackboard’s update changed the location of the Open & Close options for Blackboard Modules, to ensure that Teesside University staff were aware we released a Learning Support Guide detailing this change and introducing the new workflow. Since then, further updates have been introduced and the course setting panel interface has been further improved to make it easier for staff to choose between the open and closed status settings.
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| Following the previous update, the option to make a module Open or Closed was slightly misleading via the toggle button. | Following the March update, the Blackboard Module status has been simplified with the previous toggle button replaced with an Open and a Close radio button. |
3. Anonymous Discussion Board entries
In April 2024, Blackboard introduced an anonymous discussion feature to balance student privacy with accountability. Module Leaders have since been able to configure discussion boards to allow students to post anonymously and as themselves. This can be easily configured in the Discussion Board settings by enabling the ‘Allow anonymous responses and replies’ option.
This update promotes the following:
- Encourages Open Participation: Students may feel more comfortable expressing their thoughts and opinions without fear of being judged by peers or instructors. This is particularly beneficial for those who may be introverted, lack confidence, or worry about how their contributions will be perceived.
- Reduces Fear of Making Mistakes: Anonymity allows students to take intellectual risks and engage in deeper discussions without worrying about making errors. This fosters a growth mindset, where students focus on learning rather than perfection.
- Supports Inclusive Learning: Students from diverse backgrounds, including those for whom English is not their first language or those with additional learning needs, may find it easier to engage when their identity is not immediately visible. This helps create a more equitable learning environment.
- Promotes Honest and Constructive Debate: Anonymity can encourage more honest feedback and diverse perspectives, leading to richer discussions. Students may feel able to challenge ideas, question assumptions, and engage in critical thinking without fear of social consequences.
- Helps Address Sensitive or Controversial Topics: When discussing complex or sensitive subjects such as ethics, politics, or social issues, anonymity can enable students to share personal experiences and viewpoints that they might otherwise withhold.
- Supports Mental Wellbeing: Some students may feel anxious about speaking publicly, particularly in large groups. Anonymity can help reduce stress and create a safer space for students to contribute to discussions at their own comfort level.
- Encourages Equal Participation: In traditional discussion settings, more confident or outspoken students may dominate conversations. Anonymity helps level the playing field, ensuring that all voices are heard, regardless of confidence levels or previous academic performance.
The following screenshots show how students can either post as themselves or post anonymously.
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| The student has configured the discussion board to allow their post to be posted anonymously. | The student’s post has been posted anonymously. |
Students will now see an ‘info’ message in the discussions, making them aware that, under certain circumstances, authorised users can identify anonymous authors.
Concerns were raised about what would happen if a student posted something that required the author’s name to be disclosed.
Since the release of this enhanced feature, concerns have arisen that relate to cases where it might be necessary to identify an anonymous post author.
To address this, the recent Blackboard update now allows Teesside University system administrators to view the names of ‘anonymous post’ authors when required. This change does not affect the anonymity of posts within the discussion but provides a safeguard in situations where identification is necessary.
If a post requires review, Teesside University staff can request author details by contacting the Central Systems Team at cst@tees.ac.uk.
4. Pop-out Rubrics for Blackboard assessments
Following recent updates, grading using rubrics in Blackboard Ultra is now more flexible and efficient and shares similarities with how Turnitin handles rubrics. Staff can now pop out grading rubrics into a separate, movable window instead of being restricted to the side panel (which is particularly difficult when assessing using large content rubrics).
This new grid view format offers a clearer, more structured layout, making it easier to navigate and assess student work, enhancing the grading experience by allowing staff to view the student submission and rubric side by side (especially useful when using a multiple monitor set-up).
Side-by-side view of the student’s submitted assessment and the ‘floating’ associated marking rubric.
For more information, please contact the Digital Learning Specialist team.