Kate Behan

The variables involved in determining synchronous vs asynchronous methods of delivery is something that I hope to apply in faculty on-boarding/training; tying these types of decisions to academic freedom is something I want new educators to be comfortable with discussing, assessing, and implementing. 

The reliance on PPT lectures that I have done voice-over recording for is something I am looking to change up; I have lengthy lectures & am working on ways to break them into "microlectures" that are easier for students to digest. The other options for content delivery give me more to consider. 

Again, using this course to help drive my ability to improve my faculty on-boarding process, so certainly the idea of curricular review is something I am already leveraging. However, I do appreciate the methods/areas of revision presented - I find this a nice way to chunk a revision/review into a smaller piece that faculty might take more ownership over. 

The various forms of assessment - these can be culled out and expanded on for faculty training. Also, the difference between summative/formative assessment is something that I think has been overlooked by institutions that rely heavily on professionals that teach, as opposed to more traditionally trained teachers/educators. 

I was most intrigued by the idea of a 'dynamic syllabus'; I think often we build our syllabus completely & then put it to the side until we need to reference something or we get of "schedule". 

Honestly, I'm taking this course to beef up my faculty training and on-boarding for online educators, so I'm planning to apply all of the information presented.  I do however, value the emphasis on consistency.  I find that within their own courses educators often don't have any consistency or flow - which makes things haphazard and difficult for students to follow. 

The behavior & conflict management modules, coupled with the conversation regarding attrition was beneficial.  I'm certainly guilty of discounting things I see in the F2F classroom as being relevant to the online classroom. 

Nuances & engagement considerations between synchronous & asynchronous discussions were quite helpful modules. 

The importance of letting students "see" educator qualifications; the use of biographies of both faculty & students alike to drive relational interactions. 

The reminder of the importance of a student orientation that is comprehensive for learner function within the CMS/LMS.  I think once the orientation has been created it is easy to forget that it needs to be continuously evaluated, regardless of if any changes to content or CMS have occurred.