Clinton Blevins

The fact that principles for teachers as well as their mirror principles for students are given was a great way to compare the two. It helps to see both sides and how we can integrate these for ourselves while giving guidance for our students.

The tools discussed were very helpful but I found the ideas about learning space more useful. Making sure to include a variety of "spaces" for students to be engaged and active in the class seems useful.

Students must feel like they are involved in the community and are participating at a level that is beneficial to them. Instructors must be able to foster this and keep it moving foward.

Time management and motivation are giant issues for students in an online environment and should be given lots of attention. Students should be given coaching and feedback on those things to help.

Rubrics sound like great tools for a variety of reasons. Application of them in online classes can alleviate a lot of problems in expectation and outcomes.

Student communication is based on many different factors. That is why it is important to be concise when laying out guidelines for when and how communication should happen.

I like the idea of making students accountable for communicating. The rubric seemed like a helpful way to do that. Also, setting up a code of conduct could avoid a lot of situations with student behavior. Especially if those situations started with misunderstandings that could have been explained ahead of time.

Choosing the correct tool doesn't have to be an end-all unreversible decision. You should reassess your tools and implementations along with course evaluations.

Without proper organization, the right materials even if provided in abundance can miss the mark. The instructor has to look at organization alongside the tools before they can properly set up an effective course.

The idea of teacher as facilitator to the students learning is great. You are providing opportunities for the students and giving them access to the information and technology. The student-centered classroom then would put the ball in the students' court to move further from their.