I know about asynchronous and synchronous learning, because for most of my master's, it was asynchronous, and due to the Pandemic, I was teaching online (albeit learning how to teach online). Watching how students learn from both, I see that some have the understanding and the know-it-all to work through the asynchronous part of the class, but, as the module suggested, these are the motivated students. The ones that don't set time and study habits as a priority, I feel, are the ones that played around in high school, and haven't learned to set parameters for their self-directed learning.

Learning by Design provides the instructor with the tools to engage students. As students develop their critical thinking skills, the desire to create activities by deciding what the eventual outcome would be, as in producing the end result first and proceeding in a backward design.

There are some good ideas for some things I can utilize in a clinical setting for dental hygiene. However, there seemed to be only activities for other medical health professionals that were inappropriate for my area of expertise. If you have other ideas for dental hygiene clinic instructions or any didactic applications, I would be very interested in that particular area.

Microblogging is a new concept for me. I find this can be very helpful/useful in establishing how students can engage in coursework material without feeling so frustrated. 

Communication is the key to getting your point across. However, I have noticed that students either don't want to read, or completely forget the information within the slide preparation, or PowerPoint. I don't feel I can coerce students to take responsibility for not thoroughly understanding the material no matter how much it is spelled out for them. These are adults, and unless they are forced to drink, you can't lead them through explanations.

Reply to Tania Barnett's post:I agree, rubrics create less anxiety for both students and instructors. The creation gives the student what is expected when the project is done. Instructors find it easy to review the student's work based on the criteria within the rubric.

OMG, there is so much, I don't know where to begin. I do know that I have not been trained in some of the material, but I have been making use of Panopto video for my class. I just didn't know I should be including a text transcript in the videos I made.

There is a lot of technology to incorporate with little time to learn it. How do we as instructors work through this? I am not afraid of technology, just not having the time to learn it quickly enough.

Gail

I don't understand what this means with the EL 111 Assistive Technology, "

• Use preset “Styles” for marking up headers and lists. Just bolding a phrase does not make it accessible.

First, I am not sure what is meant by preset "styles"?

and then of course, what am I marking up within the headers and lists? I guess I am not sure of the verbiage.

Gail

I teach Oral Pathology to dental hygiene students. Right now we are in a blended curriculum after coming off teaching mainly online for the past COVID19 year. I am not a fan of the current discussion boards that have been implemented within this course. So I have not made it a concern to be involved in whatever the discussion is about, but just grading it. It can be very hard to respond to 24 discussions on a timely basis. How would you recommend responding to a class on a discussion board without offending anyone?

I have often thought that students who were online learners were self-motivated on their own. And now I feel that is not always the case. I need to be more of a facilitator and work with the students to understand what I am trying to convey to them. Typically, my syllabus has been on-ground for students, and now I am learning to put in an online-based section, and cut out on-ground sections. This has not been easy, and I am trying to work through errors so students can benefit from having what is expected of them.