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This easy-to-remember heuristic device represents the 5 steps of this evergreen problem-solving method.

IDEAL problem-solvers

I-dentify the source of the problem,

D-efine its context,

E-xplore solutions strategies,

A-ct on the best solution,

L-ook back and evaluate the process.



The resources provided are excellent.  Formulating labs that can mimic F2F in an online setting is something to which proper time should be given.  Many times my institution puts significant pressure on faculty - this makes me consider a more formally formulated strategic plan for improved development and evaluation of online courses. 

The emphasis on feedback for students regardless of that tied to an assessment is a good reminder of instructor presence, as opposed to the detachment that can develop over time.

Recommendations for lab kits that can be purchased as part of course fees is a great suggestion; as well as the idea of instructor lead video experiments that can potentially be replicated by the students. 

The core elements of the asynchronous course; like the teaser regarding lab activities that seems to be coming in later modules. 

Widely used assessment methods & the relationship to online classes/utility as an assessment. I'm a believer in exams - especially because most health professions require some kind of certification exam for licensure or base-line competency to enter a field - but I have long felt that my exams could be "better".  While still struggling to get through this text-heavy presentation of ideas/theory/suggestions, this has been the most thought provoking section. 

Once again, the theory references to support topics, as well as assessment topics have been most useful.

I'm sure this is purposeful in some way, but I'm finding this course to be the opposite of dynamic - the reliance on text heavy passages is difficult to engage with. 

once again, theory references have been most useful as well as the traits of MMCs.  

The aspect of this section that I have most enjoyed is the presentation of pieces of distance education theory & research.  I think that can be leveraged to drive buy-in with faculty, particularly those with teaching/education degrees & certificates or K-12 backgrounds that have transitioned to a higher education environment. While new-ish to the topic of course design, I'm not necessarily seeing "dynamic design" at this point, but that could be because I am a visual learner & found EL101 to be more engaging. 

I'm reading about microlectures - could be something there to trial related to video of 2-7 minutes at max. 

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