This module covers revision of the course through evaluations. There are multiple stakeholders that have a vested interest in the relevance, effectiveness, and student outcomes - such as students, the institution, and the teaching community. Each of the stakeholders are interested in different aspects of the course. For example, students are interested in their performance and ending grade, the institution also interested in performance but also whether or not the course meets industry standards, and the teaching community is interested in course organization and assessment methods. Evaluation methods will vary, and could include email, video conferencing, structured interviews, or surveys. 

This module discusses assessment of student learning. Assessment can be formative (takes place throughout the course and is not graded) or summative (is more formal, graded, and administered after each module, midterm, and end of course). There are a variety of ways for assessment to take place such as discussion boards, e-mail/text (formative) or quizzes and tests (summative). When grading a summative assessment it is useful to use a rubric to keep grading consistent and provide guidelines to the student. For big projects self assessment or peer assessment can provide students with experience in evaluating their own or other's work,… >>>

This module discusses building a dynamic framework, using effective communication, and scaffolding student learning. A dynamic framework or syllabus is different from a flat syllabus used in in-person classrooms. An online class syllabus is interactive. Communication is a crucial part of an online class - it can be S2I, I2S, S2S, G2G, G2I, or I2G. Scaffolding refers to the process of stacking learning upon learning - applying previously learned information or skills to the next level of information/skills. 

This module discusses creating a framework and learning object data base. When preparing an online class it is important to build your modules (creating a framework) in a similar way to help students with their learning expectations. The framework should be organized either by category (discussions, assessments, etc), or by time (everything due each week/module). Once the framework is constructed it needs to be tested by someone who is looking at the material for the first time - based on feedback from the testing, the framework may need to be adjusted. There are different learning objects (such as videos, PowerPoint… >>>

This module discusses using AI is a professional manner, getting involved in making AI recommendations for your institution, building relationships with industry partners regarding AI, and growing your professional career.

This module discusses AI transparency and accountability - when is it important to disclose your use of AI and why is that important?  Disclosing your use of AI to students can illustrate to them how AI can be used and prepare them for real life work situation in which they may need to be familiar with how AI can be used. Colleagues would be interested in how you used AI, what works or doesn't work, and what kind of results you achieved. Administrators would be concerned about validity, student outcomes, and how AI is received by industry partners. While some… >>>

This module addresses detecting and addressing bias in the different approaches of AI (tell, team, and trust). It is important to get in the habit of scanning responses you  get from AI, setting directives for AI to consider all perspectives, and regularly monitoring AI interactions. One way to make this a regular habit is to include bias checks with monitoring of accuracy and validity. 

When using AI it is important to use it responsibly and ethically. Depending on what type of AI you are using (tell, team, or trust) will determine how you verify or monitor for accuracy. If you are generating a report (tell) you need to verify that the output is current, accurate and free of bias. If you are teaming up with AI to develop a long term project you would verify at each step in the process. If you are trusting AI to work without direct supervision, frequent monitoring is needed to make sure everything is staying current, accurate, and… >>>

This module discusses different types of learning disabilities and how to help students with a learning disability. There are five types of learning disabilites - dyslexia, dysgraphia, dyscalculia, auditory processing disorder, and verbal learning disability. The most common is dyslexia, which is a miscommunication between hearing or seeing a word and processing it. Students with learning disabilities in college level courses have probably learned ways to cope with their disability, and can give you suggestions to help them. Common ways to support students with a disability include separating questions or problems with a text box, separating paragraphs, taping lectures, giving… >>>

This module addresses supporting diverse learners. Just because you have students that have completed high school taking college level courses, doesn't mean they can read or write at a 12th grade level. Additionally, you may have students who are ELL (English as a learning language). Both of these groups will likely need assistance with understanding reading, spoken lectures, and written assignments. It helps to keep projects short and focused in order to evaluate comprehension frequently. Another suggestion is to try connecting one new vocabulary word to another to help build recognition of terms. As always, it is important to keep… >>>