Jenn Bressert

The most important piece is the consistency.  I am trying to make sure that the procedure to complete each "module" goes in the same order so that students are able to watch and learn, determine if they have questions, then bring the questions to me, then attempt the quiz/assessment.

Have a CMS that allows you to document interactions with students, as well as, student interactions within the system.  Monitoring discussions, as well as, contacting students individually will help with students feeling "alone" as they traverse the online learning community.

I will try to be making the asychronous discussions occur in an online board style setting so that the more individualized synchronous discussions can occur with intent versus trying to fit them into the overall discussion (must like the individualized instruction would occur in a classroom setting once the overall instruction has finished).

As I already have an in-person relationship with my students from earlier in the year (before the closure), I am now needing to make sure that my online presence gives them the same "safety" that my in class presence did so they feel comfortable to ask questions, get help, and generally get something out of this experience.

As an instructor in the classroom for 20 years, this sudden move to online learning is a big change for me and my students.  I teach in a classroom for a reason!  As such, I am using the CMS that our district has allowed (Google Classroom) along with some of the free OERs to help my students continue their learning.  I have set daily office hours so that I am available to a majority of my students at a common time.  I am also available more frequently to my AP students as we move forward.