Courtney Wooden

This module reinforced that engagement online isn't a single strategy but interrelated ones that cover cognitive activation, instructor presence, and peer social presence. I also learned that  relying on inference rather than direct evidence from students could lead to misunderstanding or gaps in learning. Going forward, I intend to be more intentional about structuring my online peer-to-peer interaction (small groups, peer feedback, collaborative tasks) rather than hoping it will emerge from discussion boards alone or having to wait to engage within the classroom setting. I will continue to collect more direct anecdotal evidence — through brief check-ins or targeted survey… >>>

Fostering intrinsic motivation in both learner and educator involves creating an environment that promotes learning that open, clear, purposeful, and correlated to individual growth. Embracing individualism, quality feedback, and learning or development opportunities helps reinforce intrinsic motivation. I can apply this by fostering a culture of collaboration while aligning both my personal and professional goals with school standards.

Evaluations should be multifaceted, considering all stakeholders and not limited or one dimensional. The biggest takeaway is that evaluations serve as a means to gain real feedback and help to determine if change or adjustments are needed.

Rubrics are great assessment tools but also providing clear and meaningful feedback goes a long way for learners to grasp aspects of the lesson that may have been missed.

The syllabus is a foundational piece in establishing expectations throughout the course. Scaffolding allows for learners to put together and use what they already know or learning practices that are already established.

There are a number of already created databases that have materials that can be used and implemented within the course room. You can start to build your own materials or bother others.  In addition, consistency in formatting and structuring is essential.