Scott Olsen

The most interesting idea in this section was that it may be easier to build an online course from scratch than convert a F2F course to online. Not-with-standing the academic procedural challenges this actually makes a lot of sense. If this is the case we may find that some courses are not suited to online and we may find that t some courses are very well suited to online. This is really the direction that education needs to go, not in 100% online or 100% F2F but optimizing specific courses to their delivery method.

There are a variety of ways learning can occur, this is not only in terms of the availability of students for synchronous or asynchronous teaching but the level of responsibility a student can manage for the own learning. Providing approaches that allow students a great deal of flexibility and learning from one another can result in exceptional learning but not all students are ready for this style. 

Asynchronous learning and synchronous learning have their advantages. The decision for course delivery needs to not be whimsical or one of convenience but evaluated by all levels of the academic team. Both can highlight different learning strengths and should be strategically selected for a course not only related to the subject matter being taught but the learning method being emphaized.

In online learning, the tendency to depend upon one online learning tool can limit not only the creativity of course design but student learning. That being said, various tools need to be useful for the purpose for which they are used. Using a variety of tools is not a benefit if the tools are not well matched to the learning outcomes.

Of all of that has been discussed thus far this section seems the most daunting. Generally at the end of the course, who has the time and energy to evaluate, when the next course is pounding at the door. This perhaps is more true for faculty with broader teaching assignments. That being said I see a partnership needs to be struck between the administration and the instructors. On the one hand, the instructors need to put in the time and effort to analyze the course that has just completed in preparation for the next go-around. On the other hand, the… >>>

I have been looking for ways to engage students in more meaningful evaluating their own work as well as peer to peer feedback. This section outlines options that could be easily implemented to create engagement in the student in their own work as well as a student's interaction with the work of their peers.

I am interested in learning more and implementing wikis as a way to engage small groups in interaction. I am interested in anonymous discussion board posting as a way to potentially draw out quiet students. Al of the methods discussed I can see becoming more intentional about in upcoming courses.

I have begun to create content that introduces ideas prior to a primary instruction of that topic but I also like the possibility of creating content that provides remedial learning of ideas. The benefit of smaller segments of content that reinforce definitely has the opportunity to improve student learning as well. 

I have placed a priority on Synchronous discussion because 3/4 of my classes are intended to be face-to-face teaching versus online. Asynchronous not only feels too distant but the programs at my University are underdeveloped for such purposes. That being said, the suggestions for synchronous discussion (mine being via video) were helpful and clarified a few of the ongoing struggles. particularly relevant being providing material to be discussed well ahead of time so that students can become familiar with the information.

I have been sensing it and working in this direction, however, the emphasis on identifying students at risk of falling behind or not understanding material early and reaching out to them proactively is a meaningful take-away from this section.