Jacqueline Sanchez

I like the idea of Reusable Learning Objectives, and I think I will look into them. I already have my own list of videos on Youtube and a folder of saved documents that I often refer to. It's similar to the Instructor Collections, which I might model my own collections after; my folders are organized by classes, but might be more productive if organized by assignment? 

I appreciated the seven principles of good undergraduate education, as they are good reminders for online education and I teach Gen-Ed. Since I teach writing, I don't know about designing laboratories, but I do like to record videos to help guide students through lectures and activities. 

College students often struggle with writing and thinking critically because they may not have been taught how to reflect deeply on their work or analyze it in a structured way, especially regarding their unique writing process. I like to use past student examples, and break them down for students. I thought that students might feel overwhelmed with too many examples or resources, but they often appreciate them more. 

I teach both a/synchronous Gen-ed classes, and I'm always trying to develop ways to make both classes more engaging. While the asynchronous model is more flexible, making it easier for students to balance other commitments, I worry that it still isn't engaging enough. 

During my MA program, I had a peer that loved board games, and utilized gamification principles before I even knew that was a thing. Since then, I have taught any composition classes, and gamification has always stayed in the back of my mind. I don't think that boss battles or badges are the way to go for composition classrooms, but I am very interested in Guild work. I think forcing students into a mini team, from the start of class, will help them reach out and support their peers more, along with holding each other accountable. 

I believe that introductions in online courses are very important for establishing a good tone, an instructor presence, and rapport with students. I had not considered it as an aspect of authority. 

What I took away from this section on Course Delivery is that I need to become comfortable with the methods and expectations of my institution and students before I can/should make any revisions. 

a good reminder of what learners, especially first-time students, are looking for on the first day/syllabus day.

A good reminder to reflect and re-evaluate going into every new classroom.