Getting stdent to visualize what they are doing and to ask does this look right helps they do the task better. I show how to take things apart and then reverse the process to assemble it correctly.

I am an Instructor at Technical school and we have used Poster board that the students have drawn on of the impression or actual training they have preformed during class, after we have discussed their work it is placed around the room for new students use and it has worked out quit well for us as teaching tools and examples.

Use-ability is a word I created to define content information that is set in a context that the students find useable. Information if you will that creates utility for them in some fashion. For example, telling students that they need a flash drive for a class is not as useable as showing them how to set their flash drive file system to create a useable archive of everything they need, created and delivered in all their classes.

I really try to make the first class meeting, live or archived a jovial one. That is not to say that there is not a sense of conviction to the subject matter and my dedication to their learning. However, I think first classes are a delicate time when first impressions can mean the difference between persistence and lethargy.

I often have students tell me that they cannot find the term “Team intervention strategies” (just an example) in the book. They tell me that they have searched the glossary and the TOC. My response it that often the term is verbatim but the description is there if you read and comprehend the books content. I believe that many of our students have had primary educators spoon feed questions and matching answers and therefore it is our job to assure students achieve interpretative skills in there readings.

Deciding on the most effective test method is just as important to the instructor as it is for the student.

Helping students understand how to research properly to support (or diminish) their positions is an essential aspect of content learning. Often research may lead students to avenues that only support but not challenge their hypothesis, this is a bad practice.

Accommodating students with learning disabilities is one thing but in the field of online learning, it becomes a more difficult task. The issue that many online instructors often face is the online universities enrollment policies. Enrollment and acceptance policies into private online universities require no minimum basic skills. The majority of online universities used what they call “open enrollment” and in many cases the students have limited knowledge of a high education learning environments, how to use the computer accompanied with multiple learning disabilities. The identified issues tend to make it extremely hard to accommodate this group of students. However, it forces you to find ways to be creative and innovative in the classroom. I often see my job as an opportunity to help students learn by comprehending the course content as well as teaching them the basics of computing and writing skills.

How are other faculty using popular website such as youtube for their courses?

In Interior Design we are required to maintain CEUs for professional licensure. I find combining these requirenemnts with online training to be beneficial. Any othre interior designers as part of this training?

I have been an on-ground instructor for years. Now I am transitioning to the online environment. I am curious to hear other experiences and what was done to make the transition easier for delivering course content.

Students should be able to assess what they learned throughout the course, on a daily/weekly basis, and at the completion of the course.

Group work can be difficult to assess.I feel it is the instructors responsibilty to assess each student individually when assigning group work. My children are in the state university system and they are sometimes asked to work in groups on projects. They are sometimes frustrated because most of the time some of the group member(s) don't complete their portion(s) of the project and they either have to complete the missing portion(s) themselves or have to suffer the lowered grade because that portion the other group member(s) did not complete.

I created a system called the 30 second rule. When I call on students they are not allowed to say I don't know. They are required to think for up to 30 seconds to find a reply to a question. This makes them think before they speak.

Students should not be limited to one learning style. Students need to learn how to adapt. Instructors must empower students to step out of their comfort zone.

What have people found helpful when the class period extends for over three hours in keeping students attention during the final hour?

For my first year as a college instructor, I prepared on a class-by-class basis the afternoon prior to that class. Since then, I have prepared my lesson plans prior to the course for each meeting. The results are signifcantlt better. I am more organized and there is more cohesion to the cumulative delivery of course content. As Module 3 suggests, preparation is key.

I thought I'd share my experience of class introductions. hopefully, some will find my approach useful and some will give me some pointers to make it better. :) When I start a new class and introduce myself, I tell the students where I'm from, where I grew up and the studies I've realized in the field. Then I tell them my professional experience and current occupations and music-reated projects (I am a teacher of electronic music). Then I ask their names, hometown, music background, reasons to choose this particular career, and what they think of themselves regarding the industry (DJ, producer, songwriter, engineer). Can anyone think of another question/s that I should be asking? Thanks! Juan.-

I have been teaching project management courses for several years now. I have changed the information in my assignment examples and case studies to reflect my students understanding of project management. When teaching project management to engineers and IT professional, I incorporate more simulations, MS Project planning activities and scenario base learning modules. I find that this population of students are more technical learners and require the teacher to develop opportunities to where they can use their hard skills in classroom. Some of the other tools that I have used in the class to support different learning styles include, but not limited to: Playing Youtube Clips Create a Facebook group for my class Conduct Power Point presentations Develop and cover case studies in class Mini lectures Group exercises Round table debates Playing documentaries and movies Developing games that incorporate the subject matter

Is the better test you can produce, because student can focus on a real respond based in the selection of the true (right) or False (Negative) make more interesting the way the student learn the objectives