Jeannine Puliti

Rubrics are used as a tool for assessment. Whatever activity will be assessed, a rubric should be provided to students. In addition, the instructor should maintain consistency in how the rubrics are created. For example, the instructor should maintian the same number of points for each rubric aspect as well as identify each area with consistent titles for mastery levels.

Having clear guidelines for participation is always a good idea for instructors. Students learn to work I2S, S2S & S2I with civility and courteousy and are able to maintain the learning objectives. I feel the instructor can actually be more hands-on in guiding students toward civility which makes the focus on content not "personalities." 

The Course Code of Conduct needs to be clear and identify consequences to students that do not adhere to the policy from the onset of the course. A rubric can also assist students to understand instructor expectations for civility and effective communication.

As the instructor I must maintain that all technology tools used enhance S2S, S2I & I2S communication. The appropriate tool must be employed to enhance, not hinder, communication.

Many seasoned teachers have strategies and methods which they know work in a F2F classroom. Although years of experience is good, each online course may require a teacher to start over by using various technology vehicles for students to learn content. These same teachers whom have listened to students over the years in F2F classrooms, will need to learn new technology to impart content. They will remain successful if they listen to students and provide what is needed to have success with learning outcomes. 

Feedback must be provided consistently. It is important to note that whatever is shared will be taken literally by the students. The learning-outcomes are directly affected by the instructional vehicles the instructor chooses to use to communicate content. Student evaluations and assessments help inform the instructor if changes need to be made in order to more effectively provide what students need. 

I learned asynchronous and synchronous online course content supports learning outcomes. The instructor must decide and apply either venue to support student learning. I intend to apply it in my first online course in order to support the goals and objectives for which I am responsible to teach. 

The learning outcome should be supported by tools the instructor chooses to facilitate learning.

Multiple online stakeholders are needed to evaluate your online course. Both quantitative and qualitative data are necessary to evaluate. Peer evaluation and feedback can impact your online course by identifying strong and weak areas of communication with students. Evaluation is crucial to making the online course better and better. Outside resources can assist with assessing students.

This module was especially good. The goal is to make the learning meaningful for all learners. Formative assessment embedded in the learning assists the instructor and students to increase learning. The summative assessments and various approaches to feedback give an objective way to create relationships within the learning community. In addition, it has a facet which is more controlled and objective than F2F learning. Classmates can truly provide tutoring without revealing identity or removing dignity from a tutee. In addition, there are technical ways in which to provide support other than written comments. This is vital for special needs students… >>>