I like the idea of Reusable Learning Objectives, and I think I will look into them. I already have my own list of videos on Youtube and a folder of saved documents that I often refer to. It's similar to the Instructor Collections, which I might model my own collections after; my folders are organized by classes, but might be more productive if organized by assignment? 

I appreciated the seven principles of good undergraduate education, as they are good reminders for online education and I teach Gen-Ed. Since I teach writing, I don't know about designing laboratories, but I do like to record videos to help guide students through lectures and activities. 

College students often struggle with writing and thinking critically because they may not have been taught how to reflect deeply on their work or analyze it in a structured way, especially regarding their unique writing process. I like to use past student examples, and break them down for students. I thought that students might feel overwhelmed with too many examples or resources, but they often appreciate them more. 

I teach both a/synchronous Gen-ed classes, and I'm always trying to develop ways to make both classes more engaging. While the asynchronous model is more flexible, making it easier for students to balance other commitments, I worry that it still isn't engaging enough. 

Reusable Learning Objects (RLOs) would be incredibly helpful for creating a more engaging and flexible culinary learning experience. I could upload instructional videos on specific techniques, like knife skills or cake decorating, that students can watch and revisit whenever they need a refresher. I can also incorporate interactive elements, such as quizzes or games, to test their knowledge on ingredients and cooking methods, turning the learning process into something more dynamic and fun. Plus, I could use simulations or virtual labs to help students practice skills they might not be able to safely replicate in a real kitchen, like high-heat… >>>

Prompt feedback in a culinary classroom helps students quickly understand what they're doing well and where to improve, allowing them to refine their skills before moving on to more advanced tasks. It also reinforces learning by keeping students engaged and motivated, encouraging continuous improvement in their culinary techniques. For example, if a student’s sauce is not seasoned enough, providing quick feedback allows them to adjust the seasoning before their dish is finalized, reinforcing their learning and helping them develop better taste assessment skills.
 
 
 
 
 

We, as instructors, continue to play a central role even in asynchronous online learning environments, facilitating communication and ensuring students meet learning outcomes. While technology allows us to be flexible, it's crucial for us to provide structured content and promote student-to-student interaction to prevent isolation and enhance engagement. Asynchronous learning also offers students more time for reflection and creativity in their work, especially for assignments like lab tasks, but we must carefully design courses to ensure these tasks align with the desired learning outcomes and maintain quality communication.

I like to show students a few different examples of each recipe or technique so they can see how it can be applied differently. This helps them understand the versatility of the skills they’re learning. I also use the Instructional Systems Design (ISD) model when planning the course to ensure everything flows smoothly and aligns with what I want them to learn.
 
 
 
 
 
 
 

 Peer feedback is crucial for helping students internalize the material, as it allows them to evaluate each other’s work, identify strengths, and address areas for improvement. This process is directly tied to e-learning, as students can use online platforms to exchange feedback, mirroring real-world evaluations in professional kitchens. Teamwork is also emphasized, with group projects and collaboration helping students develop communication and shared responsibility skills.