Learning…

What have I learned in this course and how do I know it?

I have learned a lot about myself as a student and an educator. I know that I am open to  new ways of seeing and doing things, and that I have a lot more to learn. I understand that a lot of the excitement of a good course comes from the instructors’ true commitment to learning along side the students. In this sense a good instructor can not sit back and watch the students digest the material that was posted some time in the past, and perhaps not even updated from semester to semester. No, that has to change if we are to finally put our students and their learning first. Yes, ahead of all else, which include our egos, the walls of our classrooms, our schedules and our disconnect from ongoing learning. If we expect the most from our students, we must model that behavior by remaining students throughout our lives.

I finally understand the scholarship requirements for tenure and promotion. How else can we identify constant intellectual engagement from our faculty. Unfortunately, so many are able to reach Associate rank, and then coast on that free ride for the remainder of their careers. That is a tragedy for not only themselves, but for all that enter their classrooms. This is magnified when they decide it would be easier to teach online, so they don’t even have to bother to be on campus to fulfill their teaching load. “Just work from home…”  I see this happening, and there is currently no way to prevent it. What is needed is a solid process that needs to be followed in order to be “certified” to teach online. Good instructional design, course management training, content assessment and overall management of an online course are all essential. Only then will we at least be trying to assure quality control in our online offerings.

Funny, I feel so strongly about this. But it is an opportunity to approach learning in a new way. We can’t afford to mess this up. There are far too many naysayers just waiting for confirmation that online education can’t hack it. We must be sure not to let that happen due to a lack of oversight or training of our newest online educators. I feel that this is a critical juncture for the online movement, and it is more important than ever to push the new model of student centered learning forward not only online, but into the f2f classroom as well. As the CMS’s duke it out for ANGELS share in what is now Blackboard, perhaps the time is right for a global discussion of best practices among CMS’s (especially  Open Source ) and how faculty can utilize them as well as Web 2.0 tools and technologies to meet our student’s needs.

Somewhere in all of this lie opportunities. We must seek them out, promote them, prove them to be right and affect change. Just as I wish this for the students in the videos we watched this week, I want us as current educators to get up and get to work to make a difference. I was fortunate to have had the opportunity to write a letter of support for Alex for a Sloan-C Excellence in Online Teaching award. I was able to convey the excitement that quality imaginative online education can incite. I want ETAP 687 to set a new standard for online teaching and learning. I hope for every online student the opportunity to really participate in their learning and to give back something of themselves and their unique take on life. We must learn from one another if we are to grow socially and intellectually. I have grown as a result of this course and look forward to meeting the challenges that I have set for myself as a result of this new thinking. I want to be a part of this movement toward excellence in online education. I want to earn the MS in Curriculum Design and Instructional Technology. I want to apply my library, administrative and volunteer experience with a new excitement for educational technology and make a difference somewhere, for someone. Anne (4)

What have I learned and how do I know it? Well, I am thinking about creating a student centered classroom through all that I now do. This is a direct result of having been the focus of this course as a student. I can contribute teaching presence and know how to acknowledge it in others. I have also learned educational theory that supports online teaching and learning as distinct from the traditional f2f classroom. I have also learned that my f2f classes can be informed and improved as a result of my additional online training.

On another note, having received two of my course reviews, I will say that while one was encouraging and supportive with concrete suggestions for improvement, the other was not what I expected. This brings to light a thought I have had regarding creating community in an online course. As online educators, one of our goals is to encourage a sense of engagement  to encourage teaching presence by our students. But what happens when our student’s teaching presence is not healthy? What happens when our students bring too much of “themselves” into the class environment? How are we to monitor the inflections of control or negativity? What if a student does not respect personal boundries? At what point do we as instructors intervene and try to stop a dialogue that has gone wrong?

This is something that doesn’t seem to be taught generally. Just as in library school, no one talks about the homeless population essentially living and bathing in public library buildings.  Or mentally ill people frequenting academic libraries after having been kicked out of the public libraries. How do we protect our students? These are issues that may seem to be outside of our discussion, but are none the less very real. This constasts with the videos for this module, which show the fortunate ones in a college setting, however dissatisfied and disconnected they may feel. I have more reflection to do for this module and my reactions to the peer review activity. Anne (3)

While I did comment on the Garrison reading in this week’s blog post, I neglected to reflect on the Breeze presentations that Alex did in Modules 3 and 4. The cool thing is that they seemed like second nature after reading the manual, listening to the model course instructors and most importantly paying close attention to how Alex has constucted, guided and facilitated our course. I learn best by example and this has been an extraordinary model for me to follow.

The first Breeze presentation made so much sense, to free faculty to do what it is that they do best, which is to teach. Use a template to deliver the original content, and as Alex said, “Use a course template to make technology transparent.” Sharing best practices, support for media and a community of faculty learners makes for an evolving community of instructors and students. I especially noted the comment that”Distance learning is (not also) about convenience not location since most live within 30 minutes of campus.” I saw so much in the presentation that is not being done on my campus I look forward to sharing best practices in some format.

The second Breeze presentation about Teaching Presence and Class Community echoed some of the themes from the first, namely faculty development and the scaffoding behind the scenes  for seamless delivery of content. The principles of interaction were introduced including the ever important aspect of students providing teaching presence as well as the instructor. So much of the discussion was apparent to me as a learner centered librarian and instructor, such as setting the climate for learning. My first priority in both my f2f and online courses is to welcome my students and let them know that it is our space, and that we are there for one another- we can and will trust one another to help us to learn and grow. I have never had an incident in my class where disrespect was shown toward me or another student.

Alex then talked about best practices in direct instruction, and instructional design and organization. This mirrored the manual and our course. The section on building class communty brought it all together, talking about cooperative learning and the shared constuction of knowledge.  I think that I neglected to reflect on the Breeze prestentations because they made so much sense to me that I simply accepted them as known information. I was able to  embed a Jing presentation to my course today after much effort over the past few days…..I was missing the obvious. It was however rewarding when it actually loaded and played!! Anne (4)

I have read and reread Garrison’s article, “Online Community of Inquiry Review; Social, Cognitive, and Teaching Presence Issues” and still struggle to fully wrap my head around some of his statements. He has based his article on so many others, that at some level it seems disjointed. That said, it is interesting that he focuses on not only creating presence in an online community, but maintaining it as well. Garrison states,” It is at the intersection of social and cognitive presence where the primary issue of concern emerges.” ” A sense of community is based upon common purposes and inquiry.” He feels that personal relationships established early on must necessarily evolve as the learning evolves. Just as a conversation may begin rather simply, so does a relationship. In order to survive and thrive however, it must develop a richness and uniqueness based upon common interests or shared missions. Garrison says, “What is required is a clear understanding of how social presence shifts to support the educational objective of the community.” Garrison’s models illustrate the integral, continuous flow of learning between students, instructors and educational experiences.

In A Preliminary Investigation of “Teaching Presence” in the SUNY Learning Network, Shea used this model with the principles of good practice of an educational experience to illustrate true community based upon social , cognitive and teaching presence. ” We feel that the principles of good practice are also essential elements of the teaching and learning transactions and crucial in creating and sustaining student engagement and learning . We feel that the Garrison et al. model helps to identify and enact these principles in a specifically online learning environment.” (Shea, 2003) Garrison adds that ” Social presence for the educational purposes cannot be artificially separated from the purposeful nature of educational communication (i.e. ,cognitive and teaching presence).”

When discussing issues surrounding our understanding of cognitive presence, Garrison looks at what he calls the process of inquiry. He asks why discussion does not evolve as it should to resolution. ” Similarly, Celentin concluded that the reason discussions do not reach the highest levels of inquiry is ’strictly related to the role of the tutor’. ” (Garrison) This illustrates how the areas of community can both enhance and detract from one another on many levels. Poorly designed discussion questions do not engage students and therefore the resulting discussion can not evolve beyond individual threads of conversation, thus negating any earlier community building that may have been facilitated. When referring to teaching presence, Garrison states that “Progression requires direction.”  ” Educational leadership comes in more than one form. From an educational perspective, the distinction between facilitation and direct instruction may be worth preserving. ” (Garrison)

As with the development and delivery of an online course no one element stands in isolation. Community requires interaction not only between and among students and instructors, but the elements of the course itself. Each course will naturally manifest itself differently depending not only upon the participants, but also the successful development of  social, cognitive and teaching presence. Each of these will affect the others and will affect how the course is taught in the future.

As interesting as this article was, I would have like to have read it prior to reading the Shea, et al. article which used Garrison’s material. I think that it would have been more relavent then.

How does this relate to my course? Well, I have been struggling with integrating discussions into my activities, fearing that there was just not enough content rich material to discuss on anything but the most casual level. But, Alex gave me a great suggestion which one of the model classes used, which involves student led discussions. Each student would become the “expert” on a skill or subject area. They then could lead the discussion, facilitate their classmates understanding of the skill, or act as  sort of teaching assistant for that discussion. I  have yet to fully explore it unfortunately, but hope to integrate it on some level. Back to the article… Garrison’s Venn diagram of social, cognitive and teaching presence interlocking circles forming the educational experience is a good model to share with my students as well. Just as self assessing and rubric creation aid the student in achieving a deeper understanding of what is expected of them, or put differently, what they are expected to learn from the activity, seeing and understanding the rich relationships among the parts of the coufse should enhance their understanding of the overall course design.

This past week  has been devoted to finalizing our courses. I found myself at times needing to step away from my course. I longed for a fresh eye. In a normal development cycle, I would  have given myself a couple of weeks to do this, about a month prior to the start of the class. I could then reflect and come back to the course with some new insight or a new appreciation for the course that I had created. I don’t have that time here, so I am pressed to keep looking at the elements with my best practices checklists in hand. I have some things still to do, but I played with Jing last night to incorporate an introduction. I really enjoyed looking at my classmates courses this weekend and seeing the cool stuff they were integrating with web 2.0 tools. (Call me shy.) I heard from one of the Seesmic comments that your students’ willingness to try new technologies was a good sign- it showed community and feeling safe to experiment. I look forward to seeing the final products of our summer spent together. Anne (4)

Garrison, D.R., Online Community of Inquiry Review; Social, Cognitive, and Teaching Presence Issues.

Shea, P. , Fredericksen, E., Pickett, A., and Pelz, B. (2003) A Preliminary Investigation of “Teaching Presence” in the SUNY Learning Network. Elements of Quality Online Education, Needham, MA: SCOLE

At first glance that is a simple question. I am in module 5, refining my course. In actuality, I am in limbo. I feel as though my course is almost complete, but the course review has forced me to reevaluate my structure, layout and activities. While I am still confident that the course is solid, I have been forced to question all that I have done thus far.

For some reason, this process of refinement has made it so final. I am feeling the pressure to be done and to have done a superior job in the creation of my course. I do a lot of work around my house and tend to neglect the final nitty gritty of the job until much later- no one calls me on it, and it probably has a name, but this is the feeling I am getting now in this phase of the class. I want to be done and I don’t want to be done at the same time – perhaps in order to have the opportunity to perpetually make changes.  Whatever the reason, this is where I am. There is a feeling of limbo- even if the course were to begin next week, I would still have some uncertainly about the completeness of it.

When I taught online this summer, I felt this same way, even though I did make final decisions prior to the start of the class. The class went well, and my students gave me good feedback. I think my presence  was evident in my course and I was prepared for it.  I asked for feedback, responded to it, and stayed alert to ongoing concerns.

My challenge now is to make final decisions regarding my course, commit them to Moodle, and move forward. Just as this course is winding down, so is my course. There is more ahead to tackle and to look forward to. I will be back in the f2f classroom in a few weeks- this will be new again after teaching online this summer. I look forward to feeling the differences on whatever level they exist. I spent yesterday with transfer students taking the library class proficiency test- it was refreshing to be back with the students- I do enjoy the f2f experience, but know that online education is vital to our future, both as educators and students. I am feeling pretty energized by the experiences of this course. Anne (4)

I think that this module has been particularly difficult for me to feel as though I am meeting the standards for posts to the discussion forums. I feel scattered thinking about all of the possible class activites discussed in the manual and used by the exemplar instructors in their courses. Deciding which activities might work or be of interest to my students is the challenge. Since my course is just one credit, I have to be careful to make the workload appropriate for the class. I will use a discussion forum, would like to use a treasure hunt of sorts by having students visit a library, and the rest of the activities may just be short essay submissions which we may share with one another.

I want to give them the freedom to choose their topics, but I am wondering if I have specific topics relative to information technology and literacy for each student to use throughout the course, we could teach one another along the way. I see students finding appropriate resources for the particular module and sharing these with the class. This would add a layer of teaching presence to the class and build community. The students could inject social presence by their evaluation of the material, cognitive presence by presenting an overview of information gleaned from the source, and we would all become better informed on each topic.

I have decided to try this. Allow for some freedom of choice within the broad range of informtion and technology literacy topics, and then the students will find and share informtion from the resources we are learning about in each module. So, finding books, journal, websites, government documents all about a particular topic. I want to involve them in the rubric creation in some manner. Maybe I will offer suggestions or rubric websites and we can collaborate on how to evaluate the results of their activities.

I now see that develping quality learning activities is key to engaging students. No matter how good the content is, if you can’t find a way to get students involved in “making their thinking visible” as Alex says, you may have missed a learning opportunity. This whole letting go concept is also vital to building a learner centered envrionment where we all share teaching responsibility. I love it when my students teach me new things, and I tell them.

I think what I learned in this module is that my class will only be as engaging as I make it. I  have to get away from thinking that LIB 105 is “just a one credit requirement that no one wants to take.” Instead, as Alex suggested some time ago, I need to make it alive and engaging and what I really want it to be. That said, I have a long way to go……but my intentions are in the right place. Anne (3)

The question in the post title sounds so simple. I am a Reference and Instruction librarian who up until recently had no formal teaching training. I am frankly astouded that so many instructors are given classes to teach, with vulnerable, impressionable paying students, to just make it up as they go. I have heard of disastrous results. So, to answer the question of who I am as an educator and a learner, I am both simultaneously initially out of panic, but now in order to grow. I was given 50 college students to teach information and technology literacy last fall . I very quickly became a full time learner in order to become a decent teacher. I am here to continue that quest. In some ways I have the advantage of having so little f2f experience. I have not had time to acquire bad habits!

Who am I? I am nice. Yes, my students all comment that I am kind and respectful. I do not believe in busy work, I do not believe in overwhelming my students with work just because I can. I support  a learner centered classroom whether it be f2f or online. I am there to guide my students and make their learning relevant now and in the future. I teach as I would like to be taught. I am not simply an easy A, however I make it very clear that if my students do what is expected of them, and do it to the best of their ability, they will do well in the course and earn a good grade in the process. It is all about them.When I interviewed for my current position, I was asked what my teaching philosophy was. Not knowing either how to answer or much about the subject, I was simply honest and said that it was all about the students’ success. I want my students to get valuable tools from my class. Was this a philosophy? Honestly, I still don’t know, but my guess is that I could have said that I believed in a learner centered classroom , and they would  have nodded in agreement. Because I am new to the field of education, I have a tremendous amount to learn. I read my classmates posts in awe. Many of them are not only experienced teachers, but well versed in education theory. I respect that, and hope to someday be as well read and experienced. I am in some ways glad that I am developing such a solid educational foundation in the field of distance learning first, and that I can both continue to teach online, and bring the richness of the online environment back into my f2f classroom.

As both an educator and a learner, social networking and Web 2.0 tools can play an important role in how i teach and learn. I love the idea of social bookmarking- sharing and contributing to the whole, while creating greater interest and understanding of multiple ideas. We are all so enriched by one another and the teaching presence so evident in this class. Anne (3)

As we move into the creation phase of the course, I find myself feeling mired in uncertainty. Do I really know the nitty gritty details needed to move forward in the construction of my course. Chunking the modules was pretty straightforward since our learning in my course is based on sources of information, processes by which we use that information and properly citing all sorts of resources in order to give credit. Larger issues such as copyright, plagiarism and critical thinking exist as the backdrop for the specific learning activities. Students will begin with books and print journals, what we traditionally think of as library materials. We will talk about how to narrow our topics, create a research question and cite what we find. Although the evaluation module is not until later, we will discuss how to measure the value or merit of each source we find as we go. I am planning a three pronged approach to each module, a resource, a process and the citation of the resource. For the first module we will learn how to locate books and journals in the catalog, how to read the bibliographic record, how to find the material in the library according to call numbers and finally how to evaluate and cite the source. There will be readings about information types and critical thinking. Students will be assessed based on participation in a discussion about these topics, and a written annotated citation assignment based on the materials located in the catalog.

I really appreciated the opportunity to view the exemplar courses, and ironically they became redundant to view. This reinforced for me the consistency of design and as a student, this takes away so much of the anxiety of a new course to be in a familiar setting. I read Jane’s blog, and liked her reflection on setting a nurturing tone right off which encourages students to engage. I agree that online instructors need to develop or find their ‘voice” in order to connect with their students.

Most of what Alex stressed in her Breeze Presentation was clear to me based on other courses and my current teaching online. Bill Pelz’s article reinforced and gave a personal approach to the article A preliminary Investigation of ‘Teaching Presence’ in the SUNY Learning Network. Both addressed best teaching practices, teacher presence and consistency of design. When these elements are present, student learning is enhanced as is student and teacher satisfaction. It is clear to me that SLN is on the right path to deliver high quality asynchronous learning opportunities. I thought that the article was such a great tool to understand what they do and why. I plan to use this information to better inform my own teaching philosophy, and my conversations with the instructional technology and distance learning faculty at my institution. We have a long way to go to get back to the SLN model it would seem. Apparently we broke away in about 2006, and rather than offer faculty a model course and lots of support, it appears that we offer training in ANGEL, a developers discussin forum, and very little pedagogical guidance. Frankly, I am dissatisfied that our faculty are assigned online courses prior to any ANGEL training. It is only after the courses are in Banner that faculty are compelled to complete the 2 or 3 day training. This is taking place just months prior to the start of class.

Overall, this has been a tough module. The workload seemed exponentially larger, and the need to incorporate detailed activities, etc have pushed ahead of where I was in terms of the development of the course. The course I am teaching ends July 10, so I will be more available for this class I guess, but I need to get started revising my f2f courses for the fall, which is not that far off.

How is everyone else managing with the workload of this course and whatever their other commitments are? I can’t imagine if I had small children home for the summer!! My 21 year old son just went back to Binghamton after a great weekend at home with us. My younger son leaves tomorrow for London- his first overseas trip. I wil be right here reading and typing…… Anne (3)

Pelz, Bill. (June 2004) (My) Three Principles of Effective Online Pedagogy. JALN : 8:(3) 13 p.

Shea, P. , Fredericksen, E., Pickett, A., and Pelz, B. (2003) A Preliminary Investigation of “Teaching Presence” in the SUNY Learning Network. Elements of Quality Online Education, Needham, MA: SCOLE

We are nearing the end of the first week of Module 3, and the summer seems to be passing me by. I am learning so much this month as a result of teaching online while taking “Introduction to Online Teaching”, which is online as well. This is serving to reinforce my learning, forcing me to reassess my teaching, and try not to feel overwhelmed by the sheer volume of information available.  A large part of my learning involves institutional support and policies regarding online courses and instructors. After reading the article, A Preliminary Investigation of ‘”Teaching Presence” in the SUNY Learning Network I have a long set of suggestions for the Instructional Technology staff at my institution. I am fascinated with the framework that exists at SLN.

One of the most useful concepts I have recently learned is that of advanced organizers. I think this a a great technique which I noticed the Brain Injury Association of New York State is using to help with the organizational overload which often occurs with certain head injuries.  This is a link to a powerful book by a woman with TBI who spoke at Plattsburgh State some time ago.

The consistency of the design model that SLN uses is impressive. As a student, there is so much to learn at the start of each class, that to have to navigate a new course model each time is not good practice at the institutional level.  I plan to use a lot of the design suggestions in my ANGEL course when I redo it for the fall as a web assisted course. I don’t know if I will have the opportunity to teach online again any time soon, although it opens up Adjunct instructor opportunities at other schools.

I enjoy the audio in our class. It really does serve to forge a connection with the instructors. (They all happen to have nice voices!) I would like to incorporate Voicethreads into my class in the icebreaker module and perhaps several times throughout the course, as Alex has done in ETAP 687. I don’t have much teaching experience, so I am not feeling forced to rethink why I do what I do. I read and reflect a great deal about best teaching practices both f2f and now online. I see information where I would have not seen it a year ago.

I have come to the realization that a deep seated question is developing in my head: could the Albany CDIT program be the right place for me? I am fascinated with the opportunities for learning and teaching online, and as I the Wall Street Journal show this morning showed, it is growing exponentially. (could not find a link to the show). I work one on one with people every day, and combined with my commitment to online learning, I am planning to apply to the program for the spring semester. I share this, because it has provided my background music for several months now, and I have only recently come to see how working through this course has helped me to hear it more clearly. I admire instructional designers! There, I said it!

To sum up this module for me so far would be to say that it has been a lot of work, but looking back over the past week, I see how all of the materials have come together by reading and observing examples of best practices in online course creation. While SLN appears to have established an impressive set of best practices, support services for faculty and students, here is still so much to be done to improve faculty and students’ experiences at individual schools. Anne (4)

Shea,P., Frederickson, E., Pickett, A. & Pelz, W. (2003) A Preliminary Investigation of “Teaching Presence ” in the SUNY Learning Network. Elements of Quality Online Eduction. Needham, MA: SCOLE

Since my last post, we have moved into the second module of the course, and  my online course that I am teaching has started, so I am at the computer all the time. It is as though the print world has vanished and everything has become electronic which in itself has broadened my thinking about online teaching and learning.  I am happy to report that my online Library class is going well and that my prep work has paid off. It was true that we  need to prepare in advance, expect the unexpected and create a community of learners from the start.

I am impressed with the quality of most of my student’s work. The directions are taken literally though, and it is interesting to see how they respond to them. This is a good example of what Alex refers to as an iterative process- how the class necessarily evolves as we teach, and as Beth Harris from FIT noted, it changes with the students as well.  There are things that I will do differently next time. Viewing the exemplar courses was good reinforcement for best practices that I have been keenly aware of through my ANGEL training, Moodle development and general distance learning readings .

The concept of class community is probably the strongest component that I have focused my thinking on in this module. The Breeze presentation talks about it, as did most of the faculty interviewed by Alex. Rob Piorkowski from Cayuga CC referred to specific resources such as the bulleten board and an area to meet your classmates as good tools to develop class community. Using Audacity and Jing really helped me to learn specific tools and to feel connected to the class. In developing the course documents, I thought I had done it correctly, only to watch the Jing help presentation, and realize that I had not followed the directions and had to completely relink my documents. To see it being done was so helpful. This is like building the tricycle from  poorly translated directions, and maybe missing a part. I learned about Moodle in broader conceptual ways than just what the item completion required.

Since Blackboard recently bought ANGEL, there has been a lot of conversation on campus especially among the Instructional Technology staff about the future of our CMS. It is interesting how they have moved from total frustration to seeing the opportunities an open source CMS like Moodle might present. They would have total control over it, and would not be subject to updates the week before classes begin. I am pleased to be working in Moodle now to offer some perspective to the discussion. While there are a lot of steps to the creation of the course site, it offers a lot of web 2.0 interfaces that I haven’t seen used in the others. This has become an important part of my learning experience in this class.

I finally understand constructivism that Jim Ranni has referred to many times, and I have learned that I too subscribe to it as a key learning theory. Heutagogy is another key element of my learning curve in this module. I have been thinking of how libraries conceive of students needs in a pedagogical way, verses thinking in terms of andragogy or heutagogy. This is a new area for me, so I won’t pretend to fully understand either the theories or the applications, but I want to further explore the idea.

I wonder specifically, if academic libraries have lost their value to students due to our approach rather than our resources. Do college students follow the old model of approaching the reference desk to ask the learned librarian for help? I don’t think so, and statistics show that they don’t. This model is outdated. What does a new model look like? Students want immediacy, generality (think federated searching), remote access, control, ease of use, simplicity, and quick quality results. How can libraries give them all of this without simply doing the work for them. I read a good article about merging a  public library with a college library and how the reference model had to be redesigned to acomodate the different styles of each. A public library patron wants an answer, ” What was the value of GM stock in 1976, adjusted for inflation?” They are not looking for a learning moment, or to be shown a computer to find it themselves. The academic librarian would however see a teaching moment and suggest to the student ways that they might find the information themselves….point them in the right direction as it were. Have our college students come to see libraries as an Amazon or Wikipedia, where they can do one stop shopping for information? Well, this is what is on my professional mind right now.

This module has given me support for my current online teaching and reinforced my thinking about the value and necessity of online education. I have also come to realize how fortunate we are as a class community to have Alex guiding us through this process. I am constantly amazed at the professional contributions she has made to the field. Specifically in the development of quality online instructors and the creation of standards and models for online classes. The past two weeks I have seen just the opposite at my campus- the joke is that we have no standards, and I am seeing future (like fall) online instuctors who don’t know how to check their campus email. I want to scream and say, who’s looking out for our students? More on that later. This has been a really informative and developmental module for me. Anne (4)