Ardice Perry

I need to give consideration to the aspects that might be outside the content instruction:

1. technical and system difficulties that require me to have technical support readily available to solve problems or answer questions related to the course availability or delivery.

2. questions regarding the course boundaries that require me to discuss and get clarifications from the course author.

3. understanding the roles and responsibilities of the guest lecturers and informing them of the expectations.

Instead of simply converting a F2F course to an online course, it might be easier to create a new course. So, I will consider the options for delivery, the objectives and goals that need to be attained and the student outcomes that will be measured. These, along with my instruction style will help me organize my outline for the course.

The facilitator should foster learner-centeredness, meaning that I should plan to be the moderator and allow the students to discover through collaboration, peer-to-peer support, and their own learning experience. However, it is important that I model the expectations and assess the students' understanding, expecially during the beginning phase, and continually provide the technical, administrative and academic support that they need for engagement, deeper learning andsuccessful learning outcomes.

In choosing to provide synchronous or asynchronous instruction, the teacher needs to consider the advantages and disadvantages of each, including the needs of the students. If students are not able to access the information successfully, whether it is through an unorganized arrangement of the course material or through competing challenges in their personal lives, the likelihood of student success will be diminished. Student success needs to be a high priority in every aspect of course design and development.

There are tools to support a variety of teaching and learning styles, and each tool should be assessed for its effectivenes to the teacher and to the learner--before it is used, during the time it is being used and after it has been used. The tools may have a variety of applications, but all of them may not be necessary to support the learning outcomes in each session or course.