Sandra Goddard

This module reiterated the importance of setting rules for communication at the outset of the course. It also discussed the learning styles and differences between baby boomers, generations X, Y, and Z. It is important to know the general characteristics of each generation and to tailor your teaching style to reach all students. The module also covered the qualities necessary to be a successful student in an online class (such as communication, self motivation, critical thinking, and ability to work in a group) as well as the skills necessary to navigate the online environment. 

This module discusses setting the rules or models for communication and the consequences of not following the rules. Since online classes take place through written communication it is important to develop netiquette rules for communicating in order to keep the class civilized and allow education to take place. It is best to set the rules at the beginning of the class, give examples of proper communication, and discuss the consequences of not following the rules. The rules could include what questions should be posted on a FAQ discussion board vs what questions should be sent directly to the instructor, what… >>>

This module discusses the different types of technology that can be used in online classes. It can be as simple as using a regular telephone to have a 1-1 conversation with a student to discuss personal issues that are affecting the student's progress, email to reach 1 or all students in the class to send out important announcements to the whole class, social media sites (like Facebook), where students and gather for discussions etc, or meeting sites (such as TEAMS or Zoom) to have a virtual classroom feel. When choosing a technology tool to use for your class, it is… >>>

This module discussed critiquing and revising rubrics. One technique that can be effective is to have the students design the rubric. Having the students get involved helps them understand better understand the assignment and what is to be achieved, but also helps the student get more involved in the project. A very important part of any rubric is to provide the student with relevant feedback - so he/she can see what he did well, but where improvement is needed as well. A megarubric (rubric that evaluates rubrics) can be used to rate a rubric effectiveness, validity, and reliability. The rubric… >>>

This module discusses rubric terminology, the parts of a rubric, and how to build a rubric. Some of the terminology commonly used in rubrics includes analytic, holistic, formative, and summative. The differences between a rubric and a check list were also discussed. The parts of a rubric include the learning objectives to be evaluated, the criteria for assessment or "scales" (very good, good, average, poor), and points to be assigned to each scale. A Word document or Spreadsheet can be used to build a rubric. Once you have built your rubric, you should test it for clarity, fairness, and completeness.… >>>

This module covered common rubric mistakes, the importance of planning, the differences between assessing product, process, or performance, learner centered assessment, and peer/self assessment. Some of the common mistakes in creating a rubric include having too many assessment criteria, using a point range instead in of one point value per level, not clearly defining the criteria, or not connecting the criteria to the learning objectives. The best way to avoid these pitfalls is to spend adequate time planning and testing the rubric. You also need to learn the differences between assessing a product vs a process or a performance. When… >>>

A rubric can be a useful tool to help an instructor assess student work. It can be holistic (generalized), or analytic (specific). Advantages of using a rubric include: gives the students a guide so they know the requirements of the project, and it can shorten grading time for the instructor. Another advantage of using a rubric is consistency in grading when there are multiple graders. Disadvantages of using a rubric include does not allow for creativity or outside circumstances, and they can be time consuming to create and need revision. I like using a rubric when grading because it helps… >>>

This module covers revision of the course through evaluations. There are multiple stakeholders that have a vested interest in the relevance, effectiveness, and student outcomes - such as students, the institution, and the teaching community. Each of the stakeholders are interested in different aspects of the course. For example, students are interested in their performance and ending grade, the institution also interested in performance but also whether or not the course meets industry standards, and the teaching community is interested in course organization and assessment methods. Evaluation methods will vary, and could include email, video conferencing, structured interviews, or surveys. 

This module discusses assessment of student learning. Assessment can be formative (takes place throughout the course and is not graded) or summative (is more formal, graded, and administered after each module, midterm, and end of course). There are a variety of ways for assessment to take place such as discussion boards, e-mail/text (formative) or quizzes and tests (summative). When grading a summative assessment it is useful to use a rubric to keep grading consistent and provide guidelines to the student. For big projects self assessment or peer assessment can provide students with experience in evaluating their own or other's work,… >>>

This module discusses building a dynamic framework, using effective communication, and scaffolding student learning. A dynamic framework or syllabus is different from a flat syllabus used in in-person classrooms. An online class syllabus is interactive. Communication is a crucial part of an online class - it can be S2I, I2S, S2S, G2G, G2I, or I2G. Scaffolding refers to the process of stacking learning upon learning - applying previously learned information or skills to the next level of information/skills.