I have been an on-ground instructor for years. Now I am transitioning to the online environment. I am curious to hear other experiences and what was done to make the transition easier for delivering course content.

Students should be able to assess what they learned throughout the course, on a daily/weekly basis, and at the completion of the course.

Group work can be difficult to assess.I feel it is the instructors responsibilty to assess each student individually when assigning group work. My children are in the state university system and they are sometimes asked to work in groups on projects. They are sometimes frustrated because most of the time some of the group member(s) don't complete their portion(s) of the project and they either have to complete the missing portion(s) themselves or have to suffer the lowered grade because that portion the other group member(s) did not complete.

I created a system called the 30 second rule. When I call on students they are not allowed to say I don't know. They are required to think for up to 30 seconds to find a reply to a question. This makes them think before they speak.

Students should not be limited to one learning style. Students need to learn how to adapt. Instructors must empower students to step out of their comfort zone.

What have people found helpful when the class period extends for over three hours in keeping students attention during the final hour?

For my first year as a college instructor, I prepared on a class-by-class basis the afternoon prior to that class. Since then, I have prepared my lesson plans prior to the course for each meeting. The results are signifcantlt better. I am more organized and there is more cohesion to the cumulative delivery of course content. As Module 3 suggests, preparation is key.

I thought I'd share my experience of class introductions. hopefully, some will find my approach useful and some will give me some pointers to make it better. :) When I start a new class and introduce myself, I tell the students where I'm from, where I grew up and the studies I've realized in the field. Then I tell them my professional experience and current occupations and music-reated projects (I am a teacher of electronic music). Then I ask their names, hometown, music background, reasons to choose this particular career, and what they think of themselves regarding the industry (DJ, producer, songwriter, engineer). Can anyone think of another question/s that I should be asking? Thanks! Juan.-

I have been teaching project management courses for several years now. I have changed the information in my assignment examples and case studies to reflect my students understanding of project management. When teaching project management to engineers and IT professional, I incorporate more simulations, MS Project planning activities and scenario base learning modules. I find that this population of students are more technical learners and require the teacher to develop opportunities to where they can use their hard skills in classroom. Some of the other tools that I have used in the class to support different learning styles include, but not limited to: Playing Youtube Clips Create a Facebook group for my class Conduct Power Point presentations Develop and cover case studies in class Mini lectures Group exercises Round table debates Playing documentaries and movies Developing games that incorporate the subject matter

Is the better test you can produce, because student can focus on a real respond based in the selection of the true (right) or False (Negative) make more interesting the way the student learn the objectives

The most important activity that the teacher must do, is a good lesson plan, because with this activity the teacher can perform the class more clear and falow step by step all the class objective

I Have experience to improve my students the best way to present a test, just do a review with them step by step to giving them the trust in the subjet and then prove their knowledge with question that rise in four setions, by sample 10 questions exam and up to 40, 60 and so on till they adquiere the expertise. this is the way I training all my students for the test time

You as a teacher have the power to conduc the course Items in smart way to let the students capture all your attention in the topics you want to let them know

Some of the most effective activities I have found to motivate adult learners who shun some of activities meant for children or high-schoolers are the following: In a legal class I ask students to put on a blindfold, then interview someone on tape. A third person observes the notes the tones of voice, body language, etc. when your visual sensory is absent. Also, same scenario, but have the interviewee act resentful on purpose. Have a third person observe the body language, voice tone, etc. of the interviewer. Also, play a video scene of an intense discussion with no sound. Ask the students to speculate what the scene was about. I note how many students study the visual environment to ascertain what the scene is about in the movie. Also, have students attempt to explain a situation to another student (which has been provided to them by me) using only hand signs or charades. (i.e. what time does the bus leave? Where can I find the post office? etc.) Also, I set up mock client-interviews of potential legal cases where I am the potential client. I ask them to interview me about my case. For some specific categories I talk faster, louder, slower, etc. I ask the students to write down the areas where they think I was ashamed, lying, hiding info, etc. They learn a great deal about body language, tone of voice, etc.

Do students 'self-select' areas of study/careers that employ their main learning style? For instance, I teach in the Fashion Design area. I assume that few students are auditory learners while most are visual learners. Does anyone find that to be true in thier experience?

What is an effective way to evaluate student learning styles? How effective is the shotgun approach--presenting information in all styles?

I have always tried to make my student feel at ease,because a relaxed student will accept knowlede more easily them if he feels pressured..

After reading through the first module, I thought to myself that I would have no problem implementing the strategies presented. Well, all of them but one! I have always felt that if I wasn't talking, the students weren't learning. I plan on practicing this technique in class on Monday and see how it goes. I am always up for anything that will be beneficial to the student's learning. Has anyone else implemented this pause for effect technique, and what were the results? I look forward to hearing from you. Anne

One technique I have used to get the attention of a class during the first meeting is to do something unexpected, and then surprise the class by showing how this unexpected thing actually demonstrates a key lesson. For example, in the first meeting of an Intro to Game Design class I had every student talk about why they chose to pursue a degree in game design. While they were talking I brought out a small plastic dinosaur and played with it on my desk. I kept this up for about fifteen minutes until I felt the class was about to question whether I was actually a teacher, then I sprang up and asked. "My playing with this plastic dinosaur; is that a game?" The class looked blankly at me for a moment, then one student shouted out "No!" I asked "why not?" and he replied "there is no objective." "That's right." I said, and continued. "What if I see if I can toss this dinosaur into that trash can? Is that a game?" "Yes! there is an objective now." Said the same student. In this way I had the entire class very focused on my lecture, always wondering what I would do next. I got more participation from that class than any other I've ever taught. Does anyone else have an example like this?

It seems the best way to help students is be able to learn new ways of instructing a course. How does one do a self-check to keep from becoming to stiff in a classroom?