Helen Fuqua

Select the technology tool to enhance communication in the class. Evaluate the pros and cons of each tool and match the technology 

tool with the desired function in instruction.

Everyone recognizes the summative class evaluation but the Formative evaluation should be implemented during the course to receive student input and make the necessary adjustments to improve instruction and learning.

Strategies that should be implemented for collaboration include building strong group interdependence. The strategies focused on ways to give students' responsibility and input into the learning process. 

Anticipate problems and design the course to eliminate these obstacles. Create presentations, lectures in podcasts, and select video resources ahead of time to provide time to concentrate on teaching.

The instructor should review the course syllabus to determine workload issues. The syllabus' overview of learning activities, assignments

and due dates provides a good view of the timeline for the course and may be used to determine the timeline and schedule for the

instructor's work. 

The four O's of course design Origin, Organization, Orchestration, and Outcomes Assessment will guide my course development.

I will focus on creating learning experience that motivate and engage the student (e.g. problem-based learning, authentic work, and realistic, problem-based experiences.

Asynchronous Learning requires motivated, responsible students who can read, analyze and learn. Asynchronous learning is organized at a more in-depth level than synchronous learning. The location of the learning in an asynchronous course must be obvious and a FAQ discussion board is helpful.

Synchronous courses occur in a real-time environment. Time Zones and family commitments may make it difficult to participate in synchronous courses.

Instructors need to carefully evaluate technology tools and select technology tools that support the teaching and learning process.

It is important to review and evaluate the course using multiple sources of data e.g. course grades, syllabus scan, concept maps, student evaluations, peer observation/review of course materials.