Mike Calendine

Students must be versed in how social networking works and the difference between social and professional.

The more you can write to a student that is individualistic, the more the student will believe you took the time to grade the assessment.  

Having a group that you can monitor and evaluate as you are creating or changing a rubric will help withe their self-assessment when the class is over. 

Rubric feedback must be specific to task, goal, and person.  It should be written as if you are writing directly to that student.

Specific feedback will make the rubrics come alive.  It lets students see exactly where points are gained and lost.

What students should know becomes a staple for the class and the assessment.  These have to be placed so that the learning objections make sense and are applicable to what they are studying.

Building portfolios , in any area of education, can be beneficial.  Think Drop box...that type of information can be kept current, forever.

Your content must satisfy multiple types of learners....and not just linear.  What if they do this...what if they do that?  Your content has to be able to answer these possibilities.

Students equate flexibility with ease.  You must address this fallacy for them to be successful in other than f2f classes.

Your using of the rubric will maintain a safety net for you.  Students need to understand the purpose of it.