From the students’ perspective, it is very easy to participate in narrative learning paths. They simply have to follow the structure of the learning path. This is usually a linear sequence, followed by the reading the text, participating in the activities, etc. as described. In this way, it is possible to optimise the time that the participants spend on the course, as you don’t waste valuable time testing the design and the teaching schedule. Instead, they can concentrate on the academic content and the planned activities of the course.  

On the other hand, the work consists of creating an overview of the students’ learning processes and clarifying it by creating a suitable amount of learning paths (in Blackboard this tool is called ‘Learning Module’, which can be found in the menu ‘Build Content’). One learning path is created for each logical unit. This could be one per week or one per teaching theme. On Digital Learning Design, this has resulted in three learning paths – one for each week of teaching/theme. Afterwards, one page (‘item’ in Blackboard”) or tool is added for each step in the students’ learning process. It is important that there is a clear connection between the different steps. For example, you can assist in this by explanatory texts (‘signposts’) or visuals that clearly explain what the students have to do, why, when, and so on. You might also want to highlight the placement of assignments or similar activities on the course, so the students have an easier time planning their work. On Digital Learning Design, each week/learning path begins with a written explanation about the week’s theme and structure. On Blackboard, you can auto-generate a table of contents (see the figure below), so the student quickly can navigate the materials and get an overview. Please note how the table of contents also provides an overview of activities, i.e. where the participants actively have to participate, contribute or share something.