Casey O'Leary

This module really drilled home the importance of shifting from simply covering content to mastering it. I like this idea, and I need to explore further what it will look like in my courses. 

I learned some of the learning theories present in a flipped classroom. I wonder if the 10 minute video time limit is meant more for K-12 students than for adults? 

I learned that it is important to explain to students why we are flipping the classroom (so they'll have more in-class time for hands-on activities and projects and being able to work with their peers). This will help motivate them to watch the online content at home. 

I learned some of the benefits of the flipped classroom. 

I love the "Clearest point/ Muddiest point" question posed to students as a TPS at the end of class. It's such a good way to collect quick feedback and assess their learning, while making them reflect & synthesize what they learned. 

I've been struggling in some of these courses to understand PBL and how it applies to my discipline. This module helped me with this. All of the troubleshooting labs we do are PBL! 

This is my first exposure to Fink's taxonomy, and I really resonate with the additional "Human Dimension, Caring, and Learning How To Learn" functions. These are the meat of what I try to get at in my courses, and it's cool to see that someone has incorporated into an "official" taxonomy! 

When designing competency-based assessments, it's important to begin with the desired outcome and work backward to determine how to get the students there and to assess their success in achieving mastery. 

I like the idea of developing value-added assessments that allow students to compare their progress to themselves over time. I do that a bit, but I'd like to figure out other ways of doing it. 

It is crucial to ensure that assessments accurately measure what they are intended to measure (validity).