Course Management Systems (CMS) are the digital platforms that provide the framework for online teaching and learning. In my program we use Brightspace Desire2Learn (D2L). To gain more information about the features that D2L has to offer, specifically those providing assessment opportunities, I performed an in depth search within this platform. I provide a brief overview of each feature and for each the affordances and constraints for assessment and assessment implications.
D2L is packed full of features so I decided to work through each category, or tab, provided on the home page of each course. The image above is a screenshot of the home page to my communication and hospital procedures course. While it’s still under construction you can see the tabs listed along the top of the page.
When clicked, “Course Home” and “Content” takes users to the course’s home screen or content of the course. The home screen displays current course announcements, quick links to course content, and contact names and numbers. The “Content” page displays the course’s content. Content can be organized however an instructor pleases, such as by topic or week.
The following tabs contain more features that allow for student engagement and learning opportunities. First, “Course Tools” include the following features:
"Checklist”- Created by instructors so students can keep track of the items they’ve completed in the course. Instructors create checklists and students can check tasks as they complete them. Instructors can not view student’s checklists. This feature allows students to manage their time by visualizing what still needs to be completed during the current topic. If checklists were visible to instructors, this feature could be used to assess student progress and engagement with the online material.
"Calendar”- The calendar syncs with all D2L courses, displaying events or tasks that are input by instructors or students. This feature helps with student organization, planning, and time management.
"Attendance”- Instructors can track attendance and/or participation during D2L chat or seminar sessions for example. Attendance expectations can be defined and students are able to see their attendance for the course. Instructors can use this feature to gauge student engagement and interaction, and potentially notice trends such as correlation between participation and performance. This can help determine what may, or may not, be contributing to student success.
"Glossary”- Here instructors can add vocabulary words and definitions. This acts as a virtual objective sheet for students where instructors can highlight important terms. This tab allows for easy and quick access to terms but would be even more beneficial if students could modify and add to the glossary themselves. This feature is nice for terminology review acting as an assessment for learning.
Next is the “Assessments” tab which includes a handful of different features:
"Assignments”- Here instructors can create or upload assignments for students to complete. Students can view the assignment, instructions, and objectives. Work can be submitted as individual or group work directly to D2L. Feedback and scoring is available, as is the ability to hide student names when grading work. Students can also add assignments to their ePortfolios. The ability to post and submit assignments using D2L is easy and convenient. Students can easily access the content and don’t need to worry about printing the work. Assignments can be great formative assessments for reviewing content, retrieving knowledge, making connections, and strengthening 21st century skills. The ability to add to an ePortfolio is a nice bonus, as this digital tool uses ePortfolio as an assessment type.
"Quiz”- Instructors can upload content/questions, create questions, or retrieve questions from a question pool. Question types include true or false, multiple choice, short answer, essay, fill in the blank, ordering, matching, and more. Quizzes may be timed and feedback can be given immediately after submission or delayed. The ability to upload content and pick from a variety of question types allows for quiz creation specific to the intent. Quizzes could be formative or subjective, depending. Timed quizzes could add testing anxiety to some. Additionally, if quizzes are taken remotely, the presence of the instructor to clarify any questions does not exist.
"Self Assessment”- Similar to the quiz feature instructors can create self assessments for students to complete. The question types are the same (in addition to uploading content) but there’s no option to add a time limit or start and end dates to this feature. Self assessments do not have point value but instructors can provide feedback. Self assessments can be added throughout a course to allow student reflection and re-visitation to assessments. Self assessments are a fantastic form of formative assessments that allow students to reflect on their learning and progress.
"Competencies”- Instructors create competencies or learning objectives that are completed by students. Students work to complete such tasks through linked quizzes, assignments, discussions and more, in addition to manual submissions like presentations. Activities are completed and, based on a grading rubric, are determined if the competency or learning objective has been met. These activities can be used as assessments for learning or assessments of learning. This feature allows students to visualize the overall key concepts/skills of a course and how to complete these achievable goals.
"Surveys”- Instructors create surveys to obtain feedback on certain components of a course. Responses can be anonymous, which may allow for more honest responses. Surveys allow for feedback on course improvement, acting as a formative assessment. I also use surveys as a place for self assessment and participation during virtual lecture, as you can enable start and stop times for surveys. Feedback, as a form of assessment, is very important for course development and student growth.
"Awards”- Instructors can give students a badge/award or certificate for completing various tasks. Tasks might include course participation, completing a test or assignment, completing required training, and completing a module. Students appear as anonymous users via the User Information Privacy setting. If permission is given from the student their name, as well as their peers, will appear with their awards on the course’s home page. These awards may motivate students, or they may cause anxiety, competition, or even feelings of failure. Depending on the award, they may act as a form of feedback about the self. For example, one might earn “mentor of the week.” While great to receive, what specifically made this student a mentor of the week? I think this feature may lack the ability to give helpful feedback with specific reasons why a reward was earned.
Under the “Communication” tab are even more features:
“Chat”- Instructors can create chat opportunities for students. This feature allows students to communicate in real-time. This feature allows for collaboration and engagement with others through opportunities like discussions, study sessions, Q&A sessions and more. If an individual has not been invited to a chat they can not access the conversation.
"Instant Message”- Instructors and students can send quick text communication to one another using this feature. This works well if a lengthy response or email is not necessary. This feature can be used to build communication and the relationship between individuals in a course. It can also be used to provide feedback to an individual.
“Email”- All participants of the course can email. Emails can be sent to an individual, a selected group, or all members. This feature is an easy way to communicate to the entire class about assignments or other course details. Email can also be an additional way to provide feedback. Communication through email does not require any type of permission.
"Groups”- Instructors can create groups of students where they can communicate among one another, share, and submit work. If used for a virtual course, this group environment allows students to feel closer to colleagues and gives students an opportunity to engage with one another. Visiting content and communicating with it in a way to complete other tasks will help improve content transfer and understanding. There can be no more than 200 individuals in each group which may be a constraint depending on the class size.
"ePortfolio”- Students can use this feature to create an electronic portfolio. Here students can highlight course achievements by posting digital presentations, reflections, files, links, etc. Students can also link associated learning objectives and competencies. Electronics portfolios are a digital form of assessments. With this assessment, students can reflect on what they’ve learned in addition to demonstrating what they’ve learned. This ePortfolio can be edited and revisited, allowing students to continue building their portfolio throughout the course. Students give permission to instructors and peers with abilities to view, edit, and comment.
"Discussions” Instructors can form discussion topics. With this feature, content is created or uploaded for students to comment and/or debate about. Students and instructors can add their own comments or reply to previous entries. Individuals can also choose to upload supportive documents to their comments. This feature requires participation and communication. This method of formative assessment heightens analytical and evaluation skills.
While this digital CMS is full of so many tools for teaching and learning, it’s important to understand user privacy and policies. When learning more about D2L I came across the User Information Privacy policy. With user permission, accounts display student’s name and contact information. Names are then shown in discussions, chats, attendance, assignments, gradebooks, and ePortfolios for example. Student work is also protected from the public under the FamilyEducational Rights and Privacy Act (FERPA). At the university level, student’s educational content and records are only released to others if a student waives their right to this privacy act.
I’m ashamed that while I’ve been using D2L for several years I learned so much more about this educational platform during this search. I look forward to further exploration of the features I have not utilized before, especially the ePortfolio. This digital assessment will allow students to display all their hard work and accomplishments.
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