Of all the issues one should consider in any online course is instructor readiness. To this end, an instructor needs to make sure that they are technically proficient, have good management and organizational skills and above all patience and the ability to communicate.

When using technology tools in the course, there are several things to consider. First and most importantly would be to consider the audience/student. You shouldn't expect a group of students who are not familiar with advanced technology to be able to use advanced technology tools. Secondly, we should discern which tools are most appropriate for the objective we are trying to achieve. We would not expect a student to use power point in a class that only uses essay writing. Lastly, it is important to determine the ease of access to these tools for all involved.

When giving assignment feedback, I first praise the student for something she did right/well. Then, I direct her to where she went wrong. In addition, I provide guidance on where she can find resources within the course room to help her learn from her mistakes.

The one thing that I constantly try to drive home with my students is that they should never be afraid to reach out to me with questions. I have found that in the online environment, students are far less likely to ask questions. They would rather just take the chance and submit an assignment or test even though they did not fully understand the material. My welcome video lets them know that I am here for them, I was an online student myself at one time, and that communication is key.

I have not yet authored my own online course, but from experience in teaching online I know that there are several things that will be important. First is making sure the course room is user friendly. Students should be able to locate what is expected of them, as well as the learning materials very easily. Secondly, I like to make sure that my courses are not only online information, but that they *teach*. I do this by creating documents and videos as scaffolding tools to assist my students with the assessments. Lastly, communication is important. My contact information is located in several places.

Content created for a face to face class may absolutely be appropriate for online delivery, and often is. The difference however is the way it is organized, delivered, and assessed. These aspects need to be adapted to an online asynchronous learning environment. So its not the information that need to be different, but the way it is delivered.

Online facilitators face a number of unique challenges. They have to deal with technical issues on a regular basis. They have to communicate effectively and clearly (good writer). They have to motivate without the luxury of face to face interaction. They are active participants in a class as well as a facilitator and guide. Due to the unique method of delivery of online education, facilitators must possess many skills to effectively guide students through online learning.

Critical to establishing a pattern of teaching is accessibility. Facilitators need to be available to their students regularly in order for students feel as though they have guidance if they need it. Second, facilitators need to reach out to students who appear to be struggling with the course. Being proactive with student who don't get the pattern immediately need additional guidance until they develop their own process.

First, when considering tools for online classes one must consider the software required to complete tasks. If students need to purchase additional software this could be an obstacle to the process. Second, the tool must achieve the outcomes consistently. If not, other tools should be considered. And third, cost. there are wonderful tools out there, but can you justify their cost. Searching for open source options is a good place to start. If none are sufficient to meeting outcomes, then look for proprietary options.

One method I use for evaluating a course is to review student grades and feedback for the course, this helps me plan for revisions in my next course.

One way to incorporate relative feedback is to use tables to show the part of the assignment, points possible, and points earned with a note. This helps break down the components of the assignment.

I honestly use weekly videos to provide communication of specific topics, this helps eliminate confusion and I also open dialogue via welcome calls.

Creating an effective classroom requires a ton of planning and wow factors. I like to incorporate youtube videos with weekly summaries to provide an extra layer of scaffolding.

If after you create your template and you go live, you realize that you have a better way to teach a particular class. How should you go about making the changes and communicating that to the students?

I love the ideas presented in this module, however, I have yet to work for an institution that allows faculty time and compensation (both) for continuous review of a course. Some allow time, and expect continuous review to be part of the Faculty members activities, but does not compensate for this work. Has anyone ever experienced any different?

The difference between formative and summative assessment is interesting. According to this module, a Formative assessment is designed to allow students to practice the topics associated with the outcome/objective and is usually ungraded. Summative assessments are designed to have students prove their understanding of the outcome/objective and are usually graded. My question is... will students take the time and make the effort to execute formative assessments if they're not graded?

Fluid communication is possible in the online learning environment through the effective use of technology. What are some of your favorite third party communication tools you use to stay in touch with your students?

I have recently become familiar with DITA (Darwin Information Typing Architecture). From what I gather, it is a powerful database that will soon become very popular and may be used by most online institutions. Do you have experience with DITA? What is your opinion of it?

I find it intriguing that quiet students are found to be at higher risk. I'd love to see the studies that make this a fact, if possible. Anyone have references? Thanks.

A very interesting concept learned in this module pertains to learning styles in asynchronous discussions. I have encountered what I believe to be dependent students on several occasions, but was never able to diagnose them. Now that I understand the various learning styles in asynchronous environments, I will certainly be more cognizant. What is your opinion of these learning styles?