Alejandro Sevilla

The 'three-legged stool' is an excellent method for when and how to assess students. It reminds me of a follow up of the KWL charts taught in secondary education. One things I plan to work on is adding more of pre-assessment as a means to also engage my students when introducing a new topic. 

The 4 O's provide insight into course organization and structuring for student learning outcomes. Taking part in engaging students is necessary as it provides them to be involved in the learning process and allows instructors to add a personal touch to make the learning more relevant. 

Giving and receiving feedback about the course is an effective tool to modify the course for students as a facilitator. In addition, during synchronous learning, utilize methods to engage students in the discussion or course content. 

Using both asynchronous and synchronous teaching can be done in the course by allowing students the benefit of both. For example, live lectures via Zoom and YouTube supplemental lecutres that may incorporate more animation relevant to the topic. 

One thing that I believe stuck with me was the descriptions of teaching style (e.g. 1) authority, 2) demonstrator, 3) facilitator, 4) delegator, and/or 5) expert). In a typical course, one may be utilized more than others, but depending on the activities and lecture, it is possible to implement multipl styles in a class period. 

Using rubrics creates consistency in feedback and grading. When I've led a discussion thread, I will monitor and wait a few days to allow students to conversate amongst themselves and then add my commentary to further the discussion. 

I did think the topic about proper balance between private email and public discussion forums also serves as a challenge to instructors since we obtain want to set clear expectations but not bombard our students with content, deadlines, details given they may possible receive much other infromation from other courses. As suggested, setting guidelines to how instructors communicate with students (via announcements, discussion boards, emails) and how students communicate with instructors and other students (DB, email, groups, etc.) can alleviate the communication stream. 

Creating a Communication Code of Conduct can be helpful to address possible scenarios instructors/students might possible encounter in the classroom and the appropriate action to be taken if not followed. In addition, the I2S, S2I, and S2S descriptions provide guidelines as to the way instructors and students need to model proper and adequate communication. 

I do agree that accessing an appropriate technology for the class is essential as students learn in a variety of ways via different communication platforms. Instructor and student collaboration is common through VoIP such as Skype and Zoom. When working with the class, group of students, or individual students, I find that Zoom offers such capability to adjust the session (breakout rooms, one-on-one, etc.)

Two things I did learn were the mnemonic for RESPECT for netiquette and principles for success as they apply to the instructor and how it applies to and can be explained to the students as course expectations. The table of principles shows the codependent relationship for success for students and instructors. For example, the communication aspect:

• Instructor: Frequent, consistent, and timely instructor-student contact helps involve and motivate students.
• Student: Ask questions early and often. Be knowledgeable on how to contact the instructor and other students within the online course.