Dr. Ruth Reynard

Good questions,Jason. It is "messy" in some ways to be holistic in evaluation rather than use simple test methods. The main challenge is to create and design assignments that can be evaluated based on learning outcomes so that it is clear what is being assessed. Rubrics can also help particularly with larger groups of students.

Jessie, how can a blended environment also move students beyond the "hand-fed" expectations towards learning autonomy?

Wayne, can you present some strategies you use to facilitate this kind of learning with students?

Good comments, Steve. How do you think you could begin to use the Internet more as an instructional tool than a delivery mechanism?

Yes, Jeremy, so how do you think assignments and methods of evaluation should change to integrate such an array of new and emerging skills in students?

Great points, Jeremy. Yes, the choices increase and the teaching methods can be enriched as a result of the integrated delivery modes. How do you think a blended approach can expand the instructor's skills more specfically in teaching and learning?

So,Sidney, students need the technology skills in your content area if the are to succeed. What benefits do you see directly to their learning within your content area?

So, various leanring styles as well as teaching approaches/methods can be maximized, Sidney, you're right. Overall, however, in what ways do you find the leanring richer for students as a result of new technology tools?

Good list, Tim. I like to think of future instructors as being "General Practitioners or GPs" as we refer to family practice doctors :) In other words, to be able to facilitate various delivery modes and also to be able to support and collaborate with students and peers to enrich the learning environment and use the technology fully.

So true :) It captures discussions and concept mapping etc really well. It also encourages teachers to recognize that moments that work really well can be used again in the future not only for those students who may have missed the class but for other groups of students in other classes - they can then build on what other students have previously constructed. This kind of knowledge building is so important for new knowledge development. How could you use these capabilities directly with your students?