karen petersen

I am going to incorporate more self-reflection this upcoming term, something I encourage my students to do. I really want to focus on gathering student feedback and compare them with outcomes so I can constantly revise the course.

I have mostly done a mixture of teacher-centered and student-centered courses but after this module, I want to go more toward student-centered learning to increase and enhance student engagement.

It takes alot of time and organization to create asynchronous videos and link them with synchronous classes but if done well, I think it's the best we can do in this new covid environment.

I am glad I got to revisit the teaching styles, which I haven't been exposed to for awhile. It's interesting to see how I have grown and changed styles in the new covid environment.

I think it's important to include the "close the loop" concept to ensure planning and outcomes are linked, and students get that valuable feedback as they progress through the course.

I will embrace the concept of exit tickets to use as checkpoints in scaffolding and to document student progression.

When I first heard of "dynamic syllabus" I thought it was a misnomer, because the syllabus needed to be static and on PDF so there wouldn't/couldn't be revisions. Now I understand it "provides an opportunity for students to interact with the information," particularly important in this covid environment.

Module consistency is something we know is important but I personally haven't made consistency a hallmark of my course design. It's easy for me to get distracted and create something with best outcomes in mind, but sometimes the look of it doesn't flow with other components. I'm going to focus much more on overall consistency from this point forward.