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A blended course that offers dynamic online elements can make in-person F2F time more productive. For example, utilizing that time for deeper discussion vs. a passive lecture from the instructor.
Stay up to date with course revisions in real time, rather than waiting at the end of the course. Also, keep a log of our course changes and updates in case you want to go back to an earlier version.
Anticipating our roles as administrators will help save time when the course is up and running. The same time management and focus skills we provide the students are the ones we need to utilize as teachers.
Setting up auto-replies (for receipt of assignments) could save the instructor valuable time, especially if it's a large class. This also puts the student at ease and encourages good communication.
If, as educators, we tie the success of our course (and meeting set goals) to the students' larger life goals, they will be more likely to stay motivated.
It's important not to assume students will have the same comfort with/using technology skills, no matter how simple it may be to the teacher.
Communication should be concise, professional, and appropriate and modeling that will help encourage students to do so as well.
Setting clear deadlines for projects will help online learners to stay motivated as well as giving them immediate, positive feedback.
I think I'll apply creating multiple discussion boards so students won't have to scroll through endless messages. This will help with organization on my end for grading purposes, but also for the student to jump ahead and access specific topics.
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Career Ed Lounge is embedded in over eighty professional development portals serving the career and technical education community. Performance Groups in the Lounge are integrated with related learning opportunities offered on these portals. With a few exceptions, Performance Groups are also publicly available to any member of the Lounge to maximize peer-to-peer learning and performance outcomes.
