Natalie Cutcher

This unit, I'm taking away the urgency to encourage students to communicate right away if they're experiencing​ technical​ trouble. Since we won't have the physical cues to pick up on ​typical body languge ​frustration, learning how to help students (especially older generations or folks with less tech familiarity) navigate this virtual form will enable their success. 

Including specific feedback on what participation looks like online is helpful. Bridging that with clear 'neticate' will foster a productive and enriched learning environment. 

Using Facebook and Twitter were new ideas for me. They seemed less "professional", but if used for private groups and ways to communicate with the class, they could be viable tools. Whatever platform is used, it's important to set expectations and boundaries. 

I appreciated the different roles the teacher plays and how it's a blend of a few (Guide/Social Director/Admin/TA) depending on the format of the course. 

Laying out specific guidelines as to how/when to communicate will help establish consistency and also hold students accountable. 

Continuing to question the effectiveness of a technology tool is crucial throughout the course, not just in the feedback at the end. 

Closing the loop was new to me - seeking out more than just student evaluations will give a deeper and more thorough assessment of the course. 

I really appreciated the comments about adapting feedback for students with impairments or special needs - one method may be more beneficial or necessary than others. Also, getting students to peer review/assess can save time in the grading department for us. Sounds like a win-win.

Approaching the online syllabus as a living document, changing with the needs of the students, will create a more dynamic and interactive experience for them.