After providing some background and context on AI and how it works, it shifts to AI in practice and in industries. It provided a lot of interesting examples, but ultimately, the role of AI in the classroom is what we make it. Instructors must be flexible and ready to adapt; and just like when planning a new course and building a syllabus, AI is a tool that requires scaffolding, planning, and prepping to be successful in the classroom. 

I enjoyed learning about Reinforced Learning because it sounded like Process Pedagogy, which focused on the process instead of the final product. Quantum aspect is also interesting, but it begins to feel a little to philosophical. 

This module focused on providing some background and context to AI in industries. In practice, it can look like a lot of things. In education, and to me, it looks like workshops and tutoring sessions; we could guide students on how/when to use. But also in practice, these look like large-scale programs/cases; still very different from the classroom. 

I don't think we have used the word in the videos yet, but I keep thinking 'student-centered'. How can I revise my documents and slides and lectures to still be student-centered, when i never get to formally meet my students. 

I learned the 4 O's. But I also appreciated the commentary regarding our responsibility as 'social director', since we often have to reach out, through the web, to students. 

I really liked the line, "should support, not hinder the teaching and learning process". 

I think it's interesting that this section was called 'non-technical skills', since I teach the English course online. Communication, time-management, motivation, and online citizenship are all concepts that I discuss throughout the course, but especially at the start of each term. 

I have taken online classes in the past, and the one that stood out the most were the ones that include my instructor's voice. So, in the weekly announcements, I always include a video lecture, which I record on Zoom. I walk students through the weekly slides, assignments, and concepts, but I hadn't considered the aspect of disabilities. It gave me the idea to add Closed Captions to my Video Lectures. 

I teach composition, so feedback is especially important to me and to the flow of the class. I also have always used and explained the 'sandwich' method, but making the feedback easier to digest sometimes takes me too long. Instead, I tell them what's wrong, how to improve it or provide a revised example. 

I remember the Learning Plans; I've practiced creating one for a 'dream' course in a "Future Faculty Program" at CGU. What stood out to me was the connection to Bloomy's taxonomy. I hadn't thought about them in a long time, and it was interesting to connect them to the Scholar vs. Facilitator conversation.