Mike Calendine

Hidden disabilities play a major part in learning.  As faculty and designers, it is essential that these possibilities are defined and dealt with.

Older students may fight you on this idea of social networking in a class that isn't directly worried about social networking.  Faculty have to be able to sell this to students.

I would consider this step more advanced than the other in this topic....especially when discussing student buy-in.

There are so many sites to use as an educator; find one that serves your purpose and use it.  Changing them will confuse and irritate students.

Students must be versed in how social networking works and the difference between social and professional.

The more you can write to a student that is individualistic, the more the student will believe you took the time to grade the assessment.  

Having a group that you can monitor and evaluate as you are creating or changing a rubric will help withe their self-assessment when the class is over. 

Rubric feedback must be specific to task, goal, and person.  It should be written as if you are writing directly to that student.

Specific feedback will make the rubrics come alive.  It lets students see exactly where points are gained and lost.

What students should know becomes a staple for the class and the assessment.  These have to be placed so that the learning objections make sense and are applicable to what they are studying.