Dale Salzman

I enjoyed this module as I thought there was much practical information.

In section 1 an Academic Honesty policy was provided. This is the example:

Examples of policy statements include:

• Each student must do his/her own work and submit it electronically
• Each student must use technology for appropriate uses only
• Students may not collaborate with peers unless the instructor specifically states this may be done
• Students may not submit other students' work
• Students may not plagiarize
• Students may not use copyrighted material

Consequences for students may include, but are not limited to:

• Earn a zero on the assignment, project, etc.… >>>

This module was a good overview and recap of technology tools for effective online course communications. It also served as a good reminder of using proper tools, evaluating technology tools and assessing the effectiveness of the chosen technology tools.

Knowledge I attained in the module include: 1) Transferring content from F2F to online is not only about tranferring, it's about transforming the content to fit the online environment. 2) When modifying course content for the online environment, think about the fours O's of course design. They are: a)Origin b)Organization c)Orchestration d)Outcomes assessment. 3) I've realized the importance of developing student engagement strategies. 4) Consistancy in online course layout is a key tool for communication.

In this module, one of the things I learned was that are 3 basic approaches to teaching an online environment. They are: 1) A teacher-center approach with limited interaction incorporates the least amount of facilitation. 2) a mixture of teacher-centered and student-centered approaches with a moderate level of interaction means that, for the most part, the teacher leads the majority of the discussions 3) student-centered, high interaction approach, which works best with highly motivated students.

It appears to me that this course is a "teacher-centered approach". For me personally, as the student, I like this approach. I prefer the independent… >>>

Synchronous versus Asynchronous Learning

I have taken approximently 12 classes online. They have all been asynchronous. Today is April 15, 2020. This course is one of six that the State Board of Education is providing free. The six courses providing knowledge on how to teach an online course. They are doing this (I think), because at this moment in time, we (as in the entire world) are living through a pandemic, the corona virus. Currently, schools are closed. Most colleges are continuing classes, but only online. My assumption is these online classes are asynchronous. I am having a hard time… >>>

I enjoyed learning about the different teaching styles. They are: 1) authority, 2) demonstrator, 3) facilitator, 4) delegator, and/or 5) expert. I plan on sharing this information with students to get feedback from the students on the effectiveness to the different teaching styles.

As educators, it is our obligation to continuously improve our courses. In my experience, I mainly do revisions while I am teaching the course. Here's what I mean: if I find that something in the coursework needed improvement, I'll try to revise it for the current class. Sometimes this is not possible and I am left with making the revision for the next class. So sometimes, I'll create the revision and save it for the the class. Othertimes, I'll just make the note and create the revision prior to the next time I teach the course.

In this module on assessment it was stated that formative assessments should not be used to assign grades, only summative assessments are to be used to assign grades. In my experience as a high scholl teacher I have not seen that applied in my or other classrooms. Our formative assessments did influenece the grades. That being said, I understand the concept that the final grade should be determined by the summative assessment. In my experience, I would never give a grade lower than the summative assessment, 

Some of my Instructional Delivery module notes:

Creating a Dynamic Syllabus - The syllabus is the legend for the road map to identify course information, assignments, and assessment.

Creating an Online Learning Community - An online community may be referred to as an e-community or a virtual community.  It is basically a group of individuals, in this case course participants, who interact through online resources.

Using Effective Communication - An online course has several communication channels.  These channels are:  instructor to student (I2S), student to instructor (S2I), student to student (S2S), instructor to group (I2G), group to instructor (G2I), and group… >>>

Here are some notes from the module:

EL103 - Teaching Online: A Student-Centered Approach

Authoring

Utilizing the Course Framework - The course framework is the road map for course development. The course framework should be used as a guide to creating a course-module template.

Creating and testing the course-module template - Creating and testing the course-module template is essential for the development and consistency of future course modules. 

Creating and testing a course module - When creating a course module, the first question is, "Will it make sense to the students?"

Creating a Learning-Objects Database - A learning-objects database is… >>>