Forums should include an online chat for navigating online classroom for students whom are tech-savvy.

The Summative process is very much subjective evaluation.

The summative and formative assessment tools are both equally important to grade the students.

I do use discussion issues in Discussion Forum outside the text book and ask the students to participate and answer atleast one more student's answer with constructive criticisms.

In order for goals to be achieved, class feedback and self-reflection must be constructive, meaning both critical and positive but also well founded. Therefore, the attached form “Formative course evaluation” must be used, and all points in the form should be reviewed. The reporting gives practice in giving and receiving critical-constructive feedback, and therefore also works as a part of students' preparation for working life.

f you want students to collaborate it is imperative that educators establish this as a norm at the beginning of the school year. Great teachers leverage group work and collaborative activities and projects in their curriculum and instruction, but oftentimes teachers “push-back” with the difficulties of having their students collaborate. I agree, it is a daunting task, but I always respond, “How have you taught them to collaborate and providing scaffolding of that skill?” This is the key! If you want your students to collaborate effectively, you must give the opportunity to do so, as well as give the necessary instruction in skills and scaffolding.

I've compiled a list of some of my tips for balancing work and life based on my experience. At Work 1. Keep Your Schedule Open -- Since I'm a business owner, I can create my own schedule. I need to remind myself that I don't need to be busy every single day to be successful. 2. Delegate Duties -- I have many people willing to help me out and I'm learning to take them up on their offers. As hard as it might be to trust someone else with your work, it may end up working out for the better and will definitely relieve stress. 3. Don't Waste Time -- I spend a LOT of time reading through and responding to emails, editing images and clicking around the web when I should be tending to more important business. Sure, the emails are important but when I have a backlog of work, I should be prioritizing the work and focusing on getting it done before taking on more work. 4. Schedule Down Time -- I try to have at least one day during the week where I don't put anything on my plate. I usually leave my weekends free, as well. 5. Get One Job Done Before Moving on to Another -- This is a huge tip to remember even if you don't own your own business. By completely finishing one task before moving on to another, you're less likely to mess things up and more likely to focus better on the task at hand. 6. Preschedule Your Work -- I have the option of prescheduling my goals. I can have them pop up at any point in the future and I like to take advantage of this feature. If I have extra downtime that I didn't plan for, I get some goals prescheduled which frees up more time during the week.

I ususally provide my students with a study guide for each exam to ensure their studying/synthesizing success. This way they can focus on the material much more efficiently!

I once had a student who worked on a boat in the northern waters. He was on the boat for several days at a time. I remember a typing assignment he had to complete and complained the boat moved so much it made that work very difficult. Understanding his situation I worked with him and allowed for another typing assignment submission. This student was alienated in a sense but worked through the situation and made decent grades.

If a student does not fully participate in Discussions it is hard to understand that student's learning style, though we said it would be dependent. I sometimes have students who do very well on exams but do not fully participate in Discussions, or if they do, their sentences are very short. Some students stick to themselves and are not very involved in talk, but this doesn't mean the student is struggling or dependent. In fact, some are at the top of the class. I find this also happens in a face-to-face class.

Being present in the classroom is essential for a student to feel he or she has some type of support. Students need to know the instructor is there to help them and answer all of their questions or concerns. I find students prefer to use email or texting than actual telephones to speak with the instructor. All the different ways we can make ourselves present in the classroom are important for a student's success.

E learning is at it's best when the student really understands the ins and outs of the learning system used in the course. For example, with Blackboard, many of my student have no idea they can go back and review some of their past exams. I encourage them to do this since I feel students need to see where errors were made so they can learn from them.

Completing a self evaluation is very important so the student can actually see where the deficits are at. Like this improving is so much easier. For example, in coding, if the student does not know basic medical terminology, the coding will be confusing and almost impossible. By completing a self evaluation the student might be able to recognize areas that need improvement.

I feel it is very important to keep students involved even when they are at risk of failing. This is where I like to come in and congratulate them on a job well done on an assignment and tell them to hang in there. I've noticed when students are failing few of them will reach out to instructors for help. This again is when I feel it is so important to get the student involved.

I feel emailing is the best way for me to communicate with my students. Not only am I certain the message was sent, it is also documented. I find with phone calls to students often times I just end up leaving a voice mail and the students rarely get back to me.

I really like the Announcement feature because I find it is a great way to communicate to all my students at once.

Since assessment focuses on improvement it looks at the quality of performance for future development without established criteria (McArdle, 2007). The process of assessments looks at improving the level of quality but not creating or evaluating quality. Assessments find areas of strengths and weaknesses so that the strengths can continue and the weaknesses can be highlighted and tackled for improvement. The process of assessments is for the learner but it focuses on the performance of the student not the actual student themselves because that would suggest individual improvement plans not the knowledge that needs to be gained. Assessment can be the most effective if the learner actually seeks out the help because it shows interest for improvement and will most likely actually use it. Assessment literature cautions that assessment should only be used when there is a significant possibility for improvement and when the feedback comes from a respected source otherwise feedback will continue to be used as a crutch or it will disregarded completely if the source is untrustworthy (Rossett & Sheldon, 2001). Instructional design assessment determines if learning has occurred and can happen during or after a segment of teaching and even during or after an entire course. At the end of an assessment there should be findings or a report. Student assessments are generally not graded or do not have a large impact of the students grade. The purpose of an assessment is to guide improvement (Rossett & Sheldon, 2001). Since assessments are not judgments the report should include statements that describe strengths and weaknesses in a non-judgmental fashion by offering suggestions on specific ways to improve. Evaluation Evaluation is distinctly different as its focus in on judgment and success after specific criteria has been laid out. During an evaluation the learner must know exactly what and how they will be evaluated. Evaluations focus mainly on the quality of the end result so having established criteria that does not change allows the student or training changes to be fairly judged (McArdle, 2007). Evaluations are set up to determine if the instructional designer was successful in the intervention of a unit lesson or course. It is a process of identifying the value of training and sets up the means to improve it. Evaluations are used to find out what is and isn’t working and give insight as to why deficiencies are occurring (Rossett & Sheldon, 2001). Evaluations also need to be evaluated themselves for improvement to make sure they meet the needs of the evaluator and are also fair to those being evaluated. Evaluations can be either direct or indirect. A direct evaluation looks at the quality of a learner’s performance using whatever was produced such as a report, test, or skill. An indirect evaluation would involve two groups in which the performance of one group is graded on the performance of the other (Rossett & Sheldon, 2001). This type of evaluation could be seen when an instructor’s performance is evaluated in relation to how well their students perform. When producing or conducting an evaluation certain elements need to be taken into account which affect the evaluation results. Factors affecting results could include the setting or circumstances in which the evaluation is conducted. Norms and standards should be established as well as what would be considered successful. Evaluations can only be successful if the evaluator is committed to the standards and time and costs are budgeted properly. McArdle, G. E., (2007) Training, Design, and Delivery, ASTD, VA Rossett, A. & Sheldon, K. (2001). Beyond the Podium: Delivering Training and Performance to a Digital World. San Francisco: Jossey-Bass/Pfeiffer

It is my responsibility to keep the student engaged in the classroom. By providing videos and thought provoking discussions, we should be able to draw the student into the class so they can want to learn more and engage with their classmates with thought provoking comments.

In regards to feedback it is imperative that we provide timely and quick feedback. You need to be detailed in your response. You need to do the sandwich method. Start with something positive and then focus on improvements and then close with positive feedback. Be honest and detailed so they can learn from it and improve on their next assignment.

The course content needs to be adjusted for the online environment simply because the students are learning in a different format. The classroom should be easy to navigate with the different areas easy to access. Online students become easily frustrated if they struggle with finding assignment directions, where to submit assignments and how to access important information. Jean Morrison