My Sample Online Course Module

As this semester wraps up in my Teaching Writing Online class, I was asked to put together a sample module. I decided to do a module on Argument/Rhetorical Analysis, since it tends to be the hardest yet most rewarding part of Writing I. So, I had to do some thought about how I was going to set up my module. 
Directions for Access:
I completed my course module using the Blackboard shell from one of my former classes. If you click on the Courses tab in the right hand corner, the new page should have a “Course Search” function in the top left hand corner. In order to access my class, you must put the following course code in correctly and fully into “Course Search”: ENG-110-001-Fa14: Writing I. This search should only call up my class. Just click on that row of information and you are at my course module. Once you are there, you will need to click on “Argument/Rhetorical Analysis” to see my module. Let me know if you have issues accessing it!
Delivery:
For the purposes of this assignment, I decided to use Blackboard. There are three great reasons why. The first reason is that Blackboard is the interface that I feel most comfortable using. Even though it has its snafus, it is still a fairly easy interface to understand and use. The second reason is that it is the interface that my university uses. So, in all likelihood, I will probably have to use Blackboard for any online teaching at this particular university. The third reason is that Blackboard offers a lot of tools that are handy for teaching writing online. If one was to use Blackboard, he or she would have access to blogs, wikis, discussion boards, glossaries, and other numerous class tools. Instead of having to do multiple accounts over multiple websites, the majority of this course can take place in one spot, which is extremely handy. Blackboard is a closed and password protect site, which works really well for my purposes. After all, most first year composition students do not feel comfortable sharing their work at first. By allowing them write to private with some audience awareness, the students can grow comfortable with their writing.
Structure:
This particular module will be towards the end of the semester. So, in a traditional 16-week semester, this module would fit in on Weeks 12 and 13. This is also the project after their 8-10 page researched argument (commonly referred to as Project 4). As a result of it being after that kind of project, I will not be going into great detail about the rhetorical triangle of ethos, pathos, and logos in this module because that would have been discussed in an earlier module of this hypothetical course. But, the students should be able to bring the awareness of those three elements to the rhetorical analysis of P5. 
In light of how I decided to split the class into modules, I have decided to make the modules into separate pages that are easily accessible from the menu on the left side of every Blackboard site. That way, all of the information can be found on the module page that it was discussed in. This layout was done to make it easier for my students. I also didn’t try to make the Blackboard background too busy because it shouldn’t distract students from the purpose of the class. I did decide to do a bold red background, because it makes the site look exciting and bright, instead of looking cold and sterile. The most important decision I made about aesthetics though was about the layout of the class. For this particular module, I decided to put all of the information about Argument Analysis into a folder and all of the information about Project 5 into a separate folder. The items that pertain to the whole module in general, like the journal and discussion board, were left out in the open because they are items that have a deadline but can be done at any time.
Ecology 
For this particular module, I have decided to use Journals, Message Boards, and Twitter as my three main tools. I picked Journals because it is a way for students to engage in that private writing for a specific audience that I discussed earlier. Message Boards, on the other hand, is the way that students can interact with each other. By creating threads that have them discuss common topics like the readings and projects, the students will be able to communicate with each other. They will also have a chance to do asynchronous yet engaged conversation about the subject matter, which will help them understand the material even better. Twitter allows for conversations to happen in real time or later on. Even though it only allows for short 140-character thoughts, it can still be useful when students have a question. Message Boards and Twitter would allow my students to interact with each other by responding to each other and giving them ideas and feedback. Taking an online class can make someone feel isolated. By ensuring that I use community-building tools, these students can feel welcomed and wanted.

Reflection
I think I achieved all of my goals, but I do not feel satisfied with this module. I can see things I need to change. The video I made for my students to practice Argument Analysis on is rough with amateur edits. However, it was my first time using Windows MovieMaker and it took me 2 hours to do a minute-long video. I am considering redoing the peer review process. Email may not work well, but Blackboard tends to crash, so either way, peer review can fail. I also feel like I need to more, but I am scared of adding too much. I am aware that Argument Analysis is tough to understand, so I didn’t want to put too much on them. Do you all have any thoughts on my course?