Benjamin Cuatt

This module makes me quite thankful to my mentor teacher who helped me get started in education. His guidance on course creation and syllabus writing defacto included provisions for this legal responsibility, and he very well communicated it to me. The content of this section was familiar but worth review.

I am now planning on recording all live class meetings for the online courses so that they can be reviewed at any pace. I already record any demonstration of technique used in class.

Sorry for the clickbait headline. In the quiz there was a question with the correct answer that Advisors are not course stakeholders.

However, in CTE, our advisory council is an active part of our curriclulm development and course evaluation. They help us maintain course relevance and ensure student success in the industry.

It is far better to use a variety of sources and methods in review than to rely on only one evaluation tool. Using homogenous data limits your view of your course, while expanding input form more stakeholders gives you a better sense of the course as it actually exists.

I realized that peer-reveiw was a part of our normal in-person classes as we worked together in the lab, and it is a piece missing from the online experience that I will work to reintroduce into our remote environment.

I want to develop a dynamic syllabus, as my courses, in-person and remote, do seem to change from my plans as I get to know my students and what works for them.

I have learned the improtance of consistency not only of style and format, but of workload each module delivers. For the sake of the students in my courses, I will be working on this type of pacing so not to surprise anyone with overwhelming amounts of work as they move from module to module.

I'm also now planning on buiding a library of learning objects that I can use in various related courses I teach.