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?

The way this module emphasized the importance of instructor credentials is an eye opener. Personally, I like sending my students to my Linkedin.com account to learn about my background and to get "linked" with me. Do you use any other tools than Linkedin.com to establish credibility with your students?

The acquisition of knowledge is certainly of great important. However, is that all what education is about? Skill development is also quite important in the learning environment. But I ask, is this all what education is about? The development of abilities, although less common in many educational programs, is of even greater importance than the latter. But again, I ask... is this what education is all about? What about behaviors? This too is an integral component of an educational program. But is this all what education is about? I say, it's all of the above. Together, the development of knowledge, skills, abilities, and behaviors results in Professional Competencies that are typically transferable from job to job, career to career, and even industry to industry. I believe that an effectively constructed course should be built with reality in mind. This is why it's so important that we connect business with the classroom. This will not only motivate learners, it prepares them to contribute to society, business and industry. It also prepares them for gainful employment.

I really love the idea of student mentors and have tried to start as well as facilitate programs like this online. I find it hard with the online population (either the mentee is not very communicative with the mentor or all parties involved aren't very invested). I'm curious if anyone has had success with a student mentor program online? Stephanie

The concern among administrators and instructors regarding isolation and lack of engagement between student and instructor in online courses continues to grow as educational institutions continue to set up online departments and courses. On-campus courses offer advantages in the area of interaction in the form of a face-to-face setting; however, online courses pose challenges: feedback between students and instructors is often left to random emails or comments on assignments. What would you do as an online instructor to change the image of online learning?

1. As it relates to modifying course content, I find myself editing and modifying something each term. I make more major modifications every other term. The time needed for major modifications allows me to test over at least 2 terms how well the the students respond, and the effectiveness of the modification as it relates to the learning objectives. I've recently began to record video clips of myself each week discussing a few highlights from the materiel, important weekly announcements, and general encouragement. The students seem to engage well with new approach. 2. As it relates to student engagement, I find that detailed responses to e-mails, discussion questions/boards, etc. seem to "bring in" the student. It is a personal touch that allows the student to feel important and that the instructor considers their thoughts and progress in the class. I also believe that the detailed responses allow the students to learn a bit more regarding the class material based on practical notes that may not be included in the textbook or lectures.

Recently I worked with a faculty member to move away from a week 1, 2, 3, layout to creating modules by the course objectives and let students guide themselves. Too radical too soon. It might work with an older audience instead of those right out of high school.

The use of virtualization should be considered for more than online courses. Needs for which there is not a real or synchronous opportunity can be met using virualization. For example, student teaching can be role played using Second Life(secondlife.com). Such role playing should be facilitated by the instructor providing purposeful structure less the student game their way through the experience.

I learned early on that guidance in the online environment is important, specifically that of program manager. When teaching a new course, I experienced a situation where the publisher did not match the correct textbook with the homework and test questions during certain weeks of the course. This caused a serious issue in guiding the students through the course. My main goal was to keep the students focused since in the online environment, the student is primarily responsible for learning the material and completing assignments. However, once I was able to determine the root of the issue, I was diligent in communicating feverishly with the students during that semester to keep the class focused and on course. Prior to the beginning of the next semester, I made serious adjustments to resolve the issue. However, in the midst of the problem, communication was key in order to keep the class moving. Hence, guidance is important in the online environment.

Hi Dr. Kelly Wilkinson, 1. The very first factor to consider what the learning objective/outcome is and what technology tools will the drive the students to be able to achieve that objective. The instructor must be able to identify how the course material can be clearly demonstrated and easily learned by the type of students enrolled in the specific course. By stating ‘Type’, I mean the student's technological literacy level . 2. The importance of matching appropriate tool function with the appropriate teaching techniques must be highly weighted. If the instructor cannot facilitate the learning outcomes by his/her technique, then that is not the proper tool to offer. 3. Finally, I feel that there must be extended Technical Support offered to both the instructor and the students. The instructor should be ready and willing to address any technical questions asked by his/her students. The technology tool should never become a roadblock to the instructor, not the student. Technology requirements for certain tools must consistently be updated, changed, etc. It is extremely important to require students’ feedback after use of technology tools used. I come across a whole new student body every 5 weeks. Once a module ends and I normally have to make at least 1 course edit depending on the tool.

What are some ways you can help students to participate when they are shy and the classroom is dominated by students who are noisy?

If you have students who are not able to meet the minimum requirements for the course, what are some strategies you can use to help prepare them?