Paul Kolb

Scaffolding works because it creates a foundation of knowledge and then builds upon it, elevating their learning. What do you do when students are very late with their work? If a student falls 2 weeks behind in a 5 week class? 

I learned courses can be designed chronologically or by course material. I also learned that chunking information into ~10 minute segments is beneficial for keeping the attention of the student. 

It is so important that the course goes through a process of never ending continuous improvement. Consistently reviewing the output, revising it, and analyzing the improvements. 

The value of effective feedback is imperative in the students learning and success. Feedback should not be generic, but specific as to provide guidance on future improvement so the student is actually learning by reviewing their feedback and analyzing the assignment. 

I have learned the instructor should work to keep the students engaged to improve their learning success. Having a dynamic syllabus allows the instructor to make changes as needed, and even take suggestions from students. 

I have learned the importance of organizing the modules into roughly the same size and duration. If one is larger than another, consider chunking the material into two modules. 

I learned students may fall into a category type. It is important to identify them and address any issues they are creating either with themselves or in the class by making contact with them or using school policy to solve the issue. The detailed record keeping portion was good as far as making sure you have a well organized system for capturing, storing, and organizing communications. 

1. Connect the discussion to real-world application of the career field they are looking to be a part of.

2. Ask students to provider their individualized opinions, how they FEEL, and provide supporting facts to their view. This accesses their emotional side, which is more exciting to them. 

I have learned the differences in how to run and manage synchronous v. asynchronous discussions. Asynchronous discussions are best used in an online learning environment with preferably less than 40 students. Any more than that can be difficult to manage. The instructor must continuously monitor asynchronous discussions. Synchronous discussions are good one-on-one or in small groups of no more than 5 or 6 participants to encourage class participation. 

I learned about projecting academic authority by making sure students are aware of your qualifications, academic achievements, experience working/applying the material in the field, and any other points which establish yourself as a subject matter expert in the field.