Kenneth Marek

My takeawy is that students with different learning needs or disabilities need to be taken in early and offered the additional sevices, help, and guidancve to be successful oin the program.   Regardless of the disability it is up to us, the instructor, to find a way for motivated student success.

The summative assessment is complex and comprehensive and must be used appropriately and with specific intent to be meaningful.

Technology tools used for assessment are only as good as the foundation upon whuch they are built.  They must be flexible and explained to students.  They must be able to be revised as needed.  They must be used for the right job.  

A clearly listed objective direction for students to see and follow early coupled with instructor consistency will set any course up for success.

The many roles that on line instructors accept are challenging and must be understood to prevent student drop off or disengagement.  Consistency is critical and timeliness of responses important.

Whether synchronus or asynchronus a course will only be successful with consistency and communication from the instructor.

Undrstanding what technology tools are available as well as what type of instrutor you are play a vital role in course success.  Tools and types are as variabe as are students and learning styles therefore they must be properly matched and reviewed to insure efficacy.

Multiple evaluations and feedback are tools to use for constant course improvement.  Usee all tolls at your disposal and continue to expand the resources that you have to draw from.

The importance of feedback as it should always be used as a tool along with the rubrics and syllabus to enhance learning.  Immediate feedback is obviously better than late feedback as students hang on every word and wait with anticipation for some form of feedback to assist the learing journey.

That scafoldoing is building on prior learning and this is a logical sequential process but all students dont do it at the same pace or ability and have not had identical prior learning traits.