With adaptive release, instructors can create a set of rules to control how content is released to students in their subjects. The rules may be related to
- date and time,
- individual usernames,
- membership in subject groups,
- review status of another item in the subject, and
- Grade Center items such as scores, attempts, and calculated columns.
If adaptive release has been set and is then turned off, all configuration data is saved. Content will be available based on availability and date. Adaptive release rules will be ignored. When adaptive release is made available again, all rules associated with items will appear and be unchanged.
Two ways to release content
You can use two types of adaptive release:
With basic adaptive release, you can apply one rule to a content item. This rule can contain all four types of criteria, but not multiple instances of the same type. All criteria in the rule must be satisfied before the item is released. The more criteria added to a rule, the more restrictions on the release of that item. More criteria makes it more difficult for students to gain access.
With advanced adaptive release, you can set more complex release criteria. For example, you can add more criteria to a rule, or you can specify different options for releasing the content. Students must meet all of the criteria of one of the rules to gain access.
For example, one rule allows Group A members with a score above an 85 on a test to view the content item. Another rule for the same item allows Group B members to view the same content item only after a specific date.
Rules and criteria
Criteria are the parts that define an adaptive release rule. You can apply one or more criterion to each rule. For example, one rule may make content available after a specific date. Another rule, with multiple criteria, may make content available to a course group after a specific date.
For your familiarization we are providing you with two different scenarios:
Basic adaptive release scenario:
Instructor: I would like my students to view 80% of a Lynda.com course, then they will be allowed to view an online quiz (Test 1).
If they can not reach 50% of their Online quiz mark (Test 1), I would like to direct them to a new Learning material which here is an article in the UTS Library. However, if they reach 50 percent of their online quiz, I would like to direct them to their second Online quiz (Test 2).
From the student perspective: When a student first opens the page they will see only the Lynda.com content link. Once they have viewed 80% of the Lynda material they will see the link to Test 1. If they score below 50% on Test 1 they will see the link to the UTS Library page, and if they score more than 50% they will see the link to Test 2.
Advanced adaptive release scenario 1:
Instructor: I would like to allow group One to view a Lynda.com Course. In the meantime when they reach 90% of the Lynda.com course tutorials, I want to allow them to be able to view Test 1. In Test 1, if they reach 50% of their required score they should be able to do Test 2. However, if they could not reach 50% of Test 1 they should be directed to view a UTS Library Article. After viewing the UTS Library article They should attempt Test 1 again and this time if they reach 50%, they should be able to undertake Test 2.
Advanced adaptive release scenario 2:
Instructor: In addition to the criteria set up for Advanced Scenario 1, I also want the students to have viewed the second Lynda.com Course (Advanced Microsoft Project) before they get access to Test 2.
Please note: If you require further assistance with Adaptive release functionalities within your Blackboard subject site, please contact your faculty Learning Technologist.