Blackboard Exemplary Course Program

2011 Submission Instructions and Form

Deadline: January 18, 2011

Thank you for your interest in the Blackboard Exemplary Course Program (ECP). Complete this submission form following the instructions below. We look forward to reviewing your course!

Benefits of Participating in the Blackboard Exemplary Course Program

There are many benefits to participating in the Blackboard Exemplary Course Program. As a participant submitting your course for review you will:

  • Reflect on your own course design through a self-evaluation of your course and gain new perspective and insights on your course
  • Receive detailed feedback on your own course development on the best practices you are employing or areas in which it can be improved
  • Apply lessons learned from the Exemplary Course Rubric to your own courses or those you are helping to develop
  • Gain professional development experience and recognition for your accomplishments and participation in the program

All courses will be reviewed and will receive detailed feedback on their design, interaction and collaboration, assessment and learner support components.

Courses rated as Exemplary, each author (or authoring team) and the exemplary aspects of their course, will be promoted on Blackboard websites and in various promotional materials selected by Blackboard. Lessons learned and best practices from the course author (or authoring team) will be shared with the eLearning community. A representative from the award winning course teams will be invited to attend BbWorld® 2011 to share their experiences about exemplary course design with the Blackboard eLearning community. See the OFFICIAL RULES for this promotion (page 13)for more details.

How to Submit your Course for Review

  1. Provide information about you and your course in the form below (page 4).
  2. Self-evaluate your course using the Blackboard Exemplary Course rubric (listed in the Appendix of this document pages 15-18) and fill in the information requested in the submission form below (pages 15-20).
  3. Create a back-up of your course and restore it for access on your server for use by the evaluation team (see page 2 for instructions).
  4. Upload the completed Submission Form at

Submitted courses are reviewed by a team of peer reviewers and the Exemplary Course Program Directors. The reviewers use a detailed rubric to evaluate each course. The results are compiled and the feedback is returned to each course submitter.

Self-Evaluation Instructions

  1. Print a copy of this submission form. Having a copy of the Exemplary Course Rubric will assist you evaluate your course.
  2. For each section of the Submission form below (e.g., Course Design, Learner Interaction & Collaboration, Assessment) turn to the appropriate section of the rubric to view the descriptions to help identify which rubric option (Exemplary, Accomplished, Promising, Incomplete) to select.
  3. Make your selections for each item using the pull-down menus in each section.
  4. Be sure to provide narrative descriptions and examples as requested.
  5. List and describe three ‘stand-out’ practices from your course that you wish to draw to the reviewers’ attention for consideration as a best practices for the broader learning community.

Submission Guidelines

Members of the Blackboard user community are welcome to submit courses for the 2011Blackboard Exemplary Course Program. Courses being submitted must be in one of the following Blackboard Learning Systems™:

  • Blackboard Learn™ – Enterprise License
  • Blackboard Learn™ – Vista Enterprise License[1]
  • Blackboard Learn™ – CE Enterprise License[2]
  • Blackboard Learn™ – Basic License
  • Blackboard Learn™ – CE Basic License[3]
  • Blackboard Learn™ – ANGEL Edition[4]

If there is no evidence of interaction, using such tools as discussion, chat, email, blogs, wikis, or podcasts, video, synchronous or asynchronous collaboration the course will not be considered for review.

The reviewers will need online access to a copy of the course so they can evaluate it. The reviewers will need designer or course builder access to the archived course instance until at least July 31, 2011. Courses submitted for review must have ended by the submission deadline. Please do not provide us access to courses in which students are currently enrolled. If student privacy is an issue, or you have questions about providing online access of the course to reviewers please contact us at to discuss possible alternatives.

Submission Instructions

The Submission Form consists of 3 sections:

  1. Information about You and Your Course
  2. Self evaluation of the Course Design, Interaction and Collaboration, Assessment and Learner Support of your course
  3. Course Access and Permission Information

For each of the elements in Section 2,criteria statements and a space for narrative information are provided. For each Criterion Section, select from the drop down list the choice that best applies to your course.

In the Applicant’s Narrative field in each section, please provide a clear, succinct explanation of how you think your course meets the criteria in each section as well as examples of exemplary components. Your explanations are very important to the course evaluators, as they will be visiting your course to examine and verify the information you have provided.

A sample completed submission is available here:

Please fill out this form completely. When you have completed the Submission Form, save it using the following example,

Submitter’s name = Jill McMaster

Short name of course = Geog 101

File name = McMaster_Geog101.doc

The completed form should be uploaded through the Blackboard Exemplary Course Program website ( later than January 18, 2011.

All supplementary materials should be converted to electronic form (e.g., PDF, Flash, Powerpoint, or a screencast movie made with Camtasia, Jing, or a similar tool) and attached through the submission web page. We will not accept hard copies of supplementary material.

All submissions will be acknowledged by email within three business days of receipt of the submission form. If you have any questions about the submission process, please e-mail .

Blackboard Exemplary Course Program

Submission Form

Deadline: January 18, 2011

Information about You and Your Course

Submission Information
Submitter Name
Title/Rank / Assistant Professor
Institution / King Saud University
Department / Medical Education
Email Address /
Daytime Telephone / 966505468581
Instructor Name (instructor(s) who taught the course) if different from above
Title/Rank / Dr
Institution/Organization / King Saud University Medical College
Department / Medical Education
Email Address /
Daytime Telephone / 966505468581
Names, Titles and email addresses of instructional designers or others who significantly contributed to the development of this course (add more lines as needed).
Course Information
Course Title / Cardiovascular block
Course Number / Cardio113
Language of Instruction / English
Number of semester/quarter hour credits / 7
Which version of Blackboard Learn was used to deliver this course? Check one. / Blackboard Learning System™ – Enterprise License
Blackboard Learning System™ – Vista Enterprise License
Blackboard Learning System™ – CE Enterprise License
Blackboard Learning System™ – Basic License
Blackboard Learning System™ – CE Basic License
Blackboard Learning System™ – ANGEL Edition
The environment for this course can best be described as blended or totally online (choose one). / Blended (a combination of face-to-face and online)
Totally online (a fully online course with no face-to-face component)
Student Target level (check all that apply) / K-12
Undergraduate:
1st year 2nd year 3rd year 4th year
Diploma/2 year Degree or Similar*
CertificateGraduate Level
Professional Development
Other
*e.g., Further Education, Vocational Technical Schools, or Community Colleges
Number of terms this course has been offered in its present configuration. / 1
Number of students who were enrolled in the course you are submitting for review. / 272
In order to acknowledge commercially produced content, please indicate where in the course this content may be found (e.g., Course Cartridges, e-packs, or publisher-supported material. Please provide the name of the publisher and the title of the Course Cartridge or e-pack.).

Self Evaluation: Course Design

Course Design addresses elements of instructional design. For the purpose of this program, course design includes such elements as the structure of the course, learning objectives, and instructional strategies.

Use the Exemplary Course Rubric for detailed criteria applicable to the rating choices for each area below.

Goals and ObjectivesRating:

  • Goals and objectives are easily located within the course
  • Course goals and objectives are explained clearly
  • Objectives reflect desired learning outcomes
  • Objectives are provided for specific units/modules of the course

Content PresentationRating:

  • Content is provided in manageable segments
  • Content is easily navigated; progression within units/modules is intuitive or obvious
  • Content is presented using a variety of media (e.g., text, visual, audio) as appropriate to the audience, learning goals, and subject
  • Supplementary content materials are provided or suggested for further study

Learner EngagementRating:

  • Instructional strategies are designed to help students reach course goals and objectives
  • Learners are provided clear guidance on how to use course content to achieve stated learning outcomes
  • Learning activities encourage higher order thinking (problem solving, analysis, critical reflection, etc.)
  • There is evidence of individualized learning experiences (e.g., remedial or advanced activities) are provided as needed

Technology UseRating:

  • Tools available within the CMS are used in ways that further student learning
  • Arrangement of tools facilitates efficient learning experiences
  • Innovative uses of tools or technologies enable students to learn in a variety of ways

Applicant’s narrative: How does the design of this course meet the criteria stated above? Please provide a narrative of up to 500 words describing the course design components you feel are exemplary. Be sure to include within your narrative evidence of exemplary course design. This evidence can be up to five (5) locations within your course. As needed please provide screen shots or other artifacts to illustrate exemplary course design which are not otherwise accessible by the reviewer.

If this is a blended learning environment, describe why the online components of the course were chosen and how they relate to the other learning activities in the course.

•Goals and Objectives of the cardiovascular block are:

o located in the information section

oExplained clearly

oReflect desired learning outcomes

oObjectives are provided in further details for every single lecture which is included in the student guide attached in the information area

•Content presentation are:

oProvided inn manageable segments. Since the course is 6 weeks long, the contents of each week is presented as a list which includes the different learning modules including lectures, practical and small group discussion cases

oThe content of each week is then attached as a supplementary file linked to each week

oContents are easily navigated

•Learning Engagement:

oInstructional strategies including:

Small group discussion

Lectures

Student-led seminars

Practical classes.

Clinical skills

Independent learning

Writing an essay or mini thesis.

oInstructional strategies are designed to help student reach the goals and objectives of the course

oLearners are provided with clear instruction regarding:

Schedule of course, which is attached as a supplementary file in the information area

Resource persons and detailed contacts, which are displayed in the information area

Instructions on small group discussion sessions; what is expected from students, evaluation methods during the sessions , the location of the rooms and names of tutors

oLearning resources are provide clearly in the information section, and are available in the college library

oLearning activities encourage higher order thinking , including:

 problem solving, analysis and reflection

•. Students are given a one problem each week in the small group discussion sessions, which runs along with the theme of each week. A list of problems are provided in the content section. The students are given the problem on the same day.

•Students are involved in on hand learning skills in the laboratory sessions in which they will do, analyse and reflect on practicals related to the topic covered during the week.

oAdvanced interactive lectures are given to cover the important areas that are needed during the problem of the week

•Technology Use:

Different technology are used within the course that enhances the student learning; including:

ofully equipped lecture halls and small group discussion rooms with the updated technologies.

olaboratories that are equipped with the latest technologies using computers and up to date learning softwares that help students learn new skills , collect data, analyze and reflect on their findings.

ostate of art skills lab that is equipped with the manikins to perform different skills; including general cardiovascular examination, blood pressure measurements and ECG.

oDifferent teaching videos are also presented to students during the practical sessions that includes many demonstrations.

Narrative and Example Course Locations:

The Goals and Objectives of the Cardiovascular Block:

By the end of the block, the students should be able to:

•Understand the relationship between the structures of the different components of the cardiovascular system and their functions

•Explain the series of events which constitute the cardiac cycle.

•Outline the key elements of clinical history taking and examination

•Explain the mechanisms that aid the return of the blood to the heart and the relationship of these mechanisms to the cardiac output

•Explain the origin of the various elements of the ECG record and enumerate the basic normal values

•Describe the characteristics of blood flow in large blood vessels

•Outline the key elements of clinical history taking and examination

•Explain the mechanisms that aid the return of the blood to the heart and the relationship of these mechanisms to the cardiac output

•Explain the origin of the various elements of the ECG record and enumerate the basic normal values

•Describe the characteristics of blood flow in large blood vessels

•Identify cardiac output and peripheral resistance as the major variables determining the arterial blood pressure

•Describe the major classes of drugs treating hypertension

Content Presentation:

Week 1:

Theme “Normal Heart and Arrhythmias”

Lectures

1.Introduction to cardiovascular block

2.Anatomy of the heart (Anatomy)

3.Structure of the cardiac muscle (Histology)

4.Contractile mechanism in cardiac muscle (Physiology)

5.Cardiac electrical activity (Physiology)

6.The Electrocardiogram (Physiology)

7.Arrhythmias (Physiology)

8.Antiarrhythmic drugs 1 (Pharmacology)

9.Antiarrhythmic drugs 2 (Pharmacology)

Practicals

1.Anatomy of the heart (Anatomy)

2.Histology of the cardiac muscle (Histology)

3.The electrocardiogram (Physiology)

Week 2:

Theme “Cardiac Cycle and valve disease”

Lectures

1.The Cardiac Cycle 1 (Physiology)

2.The Cardiac Cycle 2 (Physiology)

3.Heart sounds and murmurs (Physiology)

4.Pathology of rheumatic fever, endocarditis and heart valves (Pathology)

5.Infective endocarditis (Microbiology)

6.Rheumatic heart disease (Immunology)

7.Microbiology of myocarditis and pericarditis (Microbiology)

Practicals

1.Heart sounds (Physiology)

Week 3:

Theme “The Heart as a Pump and heart failure”

Lectures

1.Venous return and cardiac output (Physiology)

2.Stroke volume(Physiology)

3.Regulation of stroke volume (preload, contractility and afterload) and heart failure (Physiology)

4.Drug therapy for heart failure 1 (Pharmacology)

5.Drug therapy for heart failure 2 (Pharmacology)

6.Lactic acidosis (Biochemistry)

Practicals

1.The recording of Jugular venous and carotid arterial pressures (Physiology)

2.History taking for cardiac disease and clinical examination of the cardiovascular system

Week 4:

Theme “Atherosclerosis and Myocardial Infarction “

Lectures

1.Anatomy of the arterial supply and venous drainage of the heart (Anatomy)

2.Coronary circulation (Physiology)

3.Risk factors and pathogenesis of atherosclerosis (Pathology)

4.Pathology and pathogenesis of ischemic heart diseases(Pathology)

5.Cholesterol metabolism (Biochemistry)

6.Lipoprotein metabolism (Biochemistry)

7.Lipoprotein and Atherosclerosis (Biochemistry)

8.Biochemical markers of myocardial infarction (Biochemistry)

9.Thrombolytic therapy (Pharmacology)

10.Antianginal drugs 1 (Pharmacology)

11.Antianginal drugs 2 (Pharmacology)

Practicals

1.Pathology of cardiovascular disease 1 (Pathology)

Week 5:

Theme “Normal Blood Pressure and Hypertention”

Lectures

1.Arterial blood pressure (Physiology)

2.Regulation of blood pressure (Physiology)

3.Shock (Physiology)

4.Pathology and pathogenesis of hypertension (Pathology)

5.Treatment of hypertension 1 (Pharmacology)

6.Treatment of hypertension 2 (Pharmacology)

7.Oxidative stress (Biochemistry)

8.Drugs for hyperlipidemia 1 (Pharmacology)

9.Drugs for hyperlipidemia 2 (Pharmacology)

Practicals

1.Measurement of arterial blood pressure (Physiology)

2.Pathology of cardiovascular disease 2 (Pathology)

Week 6:

Theme “Large Blood Vessels”

Lectures

1.Anatomy of large blood vessels- arteries (Anatomy)

2.Anatomy of large blood vessels- veins (Anatomy)

3.Histology of the blood vessels (Histology)

4.Capillary circulation (Physiology)

5.Pathology of thromboembolism (Pathology)

6.Pathology of vasculitis (Pathology)

Practicals

1.Anatomy and histology of the major arteries and veins (Anatomy & Histology)

Instructions for small group sessions:

The cases listed above will be discussed by students in their small groups. Each group is about 8 to 12 students. Each case will be discussed in two tutorials, on Sunday and Wednesday. Each tutorial is two hours long.

Attendance of Small Group Learning tutorials:

Students must attend all small group learning tutorials. If a student is not well, he/she needs to provide a medical certificate from their family doctor. If a student misses out to attend four tutorials, he/she might not be allowed to attend the final examination (Dr Sami /Dr Hamza to add re the college regulations).