Casey O'Leary

The comment that "Students often don't know their own diversities" was very insightful to me. Also, I appreciate the vocabulary of schemas and how we all think and perceive through our schema. This means that if we're activating prior knowledge that is a part of the schema of the dominant group, those students have more opportunity to learn the new content than those whose schemas don't align with that particular pre-activation. 

I'm definitely taking away the importance of evaluating and modifying content as needed if it isn't meeting learning objectives. Also, I was encouraged in this model to try out a new technology that seems "fun" even if it's new and daunting to me...the students will appreciate the effort and the experience of trying something new and fun! 

I'm struggling with the concept of problem-based learning. I teach an online plant science class, and while there are plenty of problems researchers are solving through plant science, this introductory level includes basic anatomy and physiology lessons. I am having a hard time wrapping my head around how to get them solving real-world problems using their course content (they do read about real-world problems being solved by other plant scientists). 

There are advantages and disadvantages to synchronous and asynchronous formats.

This module included several pieces of tech that I haven't heard of or explored before. I'm excited to do so, to enhance my online teaching! 

I'm grateful for all of the resources linked in this module. There is a lot to explore here, to incorporate into my online courses! 

Gamifying the content can help students feel more engaged.

Instructors are facilitators in online environments. 

I wasn't familiar with VARK or True Colors, but they seem like great interactive resources for students! 

It is important to provide clear rubrics for how communication and collaboration are graded in an online course.