The technique of organizing all the course materials into folders labeled by day is relatively common.  Its strength is that it isn't locked down to specific dates and so can be replicated relatively easily between multiple sections of the same course or across semesters.

The downside, of course, is that it isn't tied to specific dates and so students have to keep track of where they are in the course of the semester.  This method also doesn't lend itself as well to activities that span multiple days or weeks.

The method on the left is used in a course with an explicit weekly (instead of daily) schedule.  Blue and red colors and a graphic representation communicate clearly to the student what work is to be done in preparation for class and what to expect from each in-class experience.

While this format makes the schedule absolutely clear, it doesn't lend itself as well to organizing multiple files, activities or assessments under each day's heading.

Organizing by unit is a nice middle ground between the first two examples.  Since units can be as long or short as necessary, one gains the benefits of organization without being tied to specific dates, while still providing a structure for dealing with multiple assignments, instructions, assessments etc.

The clarity of the in-class and out-of-class distinction evident in example 2 is somewhat lost with this method.

Another means of organization that is popular with most students is to post a table to the announcements page or another ‘landing page' for the site.

 Everything that the student needs is hyperlinked from the table, so students needn't worry about trying to understand the structure of all the files and folders used in the course.

The blog tool from within I-Learn allows for the creation of tables with hyperlinks that can then be cut and pasted as html code into the front page of the website.

The instructor in this example chose to build a table with hyperlinks like the instructor in the previous example, but to do so using a .pdf editor rather than the blog tool from within Blackboard.

While the document thus created isn't native to Blackboard, it does provide a slick interface giving students almost instanteneous access to any information and materials they select.

Creating this kind of hyperlinked .pdf document requires being able to look up the static url's for each resource that is stored within Blackboard.

Here is yet another example of a table with hyperlinks which becomes the ‘control central' for the course.  This example was created using the text editing tools with the Blackboard interface.

This instructor has chosen to use the Learning Model process steps as the framework for understanding how each lesson within the course is organized.

Note the time estimates that have been added to each folder in order to help the student better manage study-time.