I am finding that while this course tries to differentiate assessment from evaluation, it often uses the two terms to mean the same thing. I am also frustrated by the use of the word data as a singular form. The word data is the plural form of datum, i.e. data are, not data is. The author of this course should know this, or at least I hope will consider revising.

The Blooms Revised Taxonomy was new to me and I plan to use it in the future. Pulls together a lot of what I was doing to assess students, in ways that will also stimulate me to think more creatively about how to assess my students. 

This is the first time I have learned about WebQuest! Very excited to explore it to learn how to use it in some of the courses I teach. 

I enjoyed learning better to appreciate generational learning and communication styles, but I think it is important to never stereotype any student. 

I liked identifying rubrics as essential parts of establishing a patter of communications I2S, particularly. 

Reminded me as an instructor to be continually checking how tech comms are working, what might need improving, etc. in the formative stages, and not only summative. 

It was interesting to reflect on what is my 'effective teaching patterm" and consider areas of improvement.

I thought the different styles of instructor was interesting, and plan to mix it up more, myself. 

Found the entire module outstanding. Particularly the part on scaffolding.

Incentives for participation can also include Gaming. For Competitive learners, this has strong appeal, so you need to also make sure that everyone is on an equal playing field in terms of having the ability to earn a virtual reward, e.g. a simple virtual 'button' or other prize icon reflecting the specific topic they are learning.  I try to avoid leaderboards, unless I am teaching people to be more competitive. Then, having one makes sense. Otherwise, everyone should be able to make it to the top and have the opportunity to become the winner, at their own pace (or whatever… >>>