The in-depth definations on how lines, shapes, color palette, texture, typography and form impact what / how a viewer interpret the information along with design is a key factor for consideration.

White space is an area that I've been learning more about with other work related projects. From what I am learning "white space" provides the learner/reader a chance to break before moving forward. It also serves as a point to reflect.

I didn't realize that the focal point of a lesson was considered to be labeled as "dominant" and all information in the area would be viewed as "subordinate". Size, shape, location, etc...clearly sends a message to the viewer.

This is very important. I learned the hard way that you cannot assume participants have what is needed for system requirements. This was evident when teaching the integration of online resources course. I assumed teachers had been using the resources and were taking the class to further their individual learning. I found out most have not even logged in before and the baseline information needs to be provided in the welcome which includes: general login (username and password) along with detailed instructions for set-up of individual teacher accounts for development of unit portfolios. I find myself continually making revisions for ease of understanding and delivery.

I can see the importance of storyboarding every possible item so that you can reduce or eliminate a rough beginning. This may result in working at the lowest level to be assured all participants are starting at the same point. An example: In the introduction there would be general login (username and password) along with teacher account set-up information. If the participant has completed this previously then the step can be bypassed.

My example is in reference to the Online Resources course currently being offered.

The pacing chart has been very helpful especially when time can be a factor. The approximate time allowed at a quick glance to see what could be accomplished during that session. This is something I have started to develop for inclusion in my course to better inform students.

It's important to have a "predetermined list of criteria" that has been identified by the teacher. Followed by a practice peer assessment being completed as a group for practice. This will serve as a guide to the student(s) as they begin the peer assessment process for each other.

Developing good judgement skills of a student takes practice and time. Small group work of 4-5 members on a couple of sample assignments will help in learning how to identify and offer good peer assessment.

I can see peer grading being low stakes in the beginning. However, as students start to become more proficient in their skills the teacher might consider giving them the opportunity to work on a high stakes assignment as well.

Providing "frequent feedback" gives the student an opportunity to make adjustments as they progress instead of waiting until the assignment has been finished. Frequent assessments can result in the redirection of student(s) work especially if the assignment was misunderstood.

What a great way for students to provide feedback. I've heard this stated a little differently but with the same general idea/outcome. All to often the focus is on the negatives and students become discouraged and lose interest. If we can focus on a couple of positives and then share what may need to be improved the students overall approach and attitude might be better.

When students receive the rubric for assessment prior to beginning their work this eliminates excuses a teacher may hear as everything is clearly stated and noted. A rubric serves as an excellent way for students to self assess their work and determining whether the goals have been achieved and at what level.

When developing a rubric one must remember to clearly state what makes the final product exemplary, proficient and may need additional work. Students can then evaluate or self assess at a more accurate level.

I see this directly relating to higher order thinking skills where are students are being encouraged to think at a much deeper level and not settle for a single answer. We need to be questioning how and why certain things take place and this would be one way that students are being held accountable for their own learning.

The performance skill target provides students with another way to be demonstrate/share their understanding of a specific concept instead of a written test.

What a great way to differeniate instruction. Learning styles vary and its important to provide students with multiple options in completing an assignment.

Evaluations and feedback are essential for effective design and delivery of a course. Upon completion of every course I teach a survey is made available for participants to complete (the return is around 80%). Questions presented to the participants are related to the course content, materials, connections to the curriculum and state standards as well as instructors knowledge, organization, support and availability. The information received from the survey will often times result in making some modifications within different unit/modules along with changes in the amount of time spent on a specific topic area. A pre-assessment (survey) is also sent to participants ahead of class to gather information on internet access, technology skills, knowledge of content, grade level and curriculum area. There survey includes an open ended question for other concerns. This has been helpful in gauging the amount of time needed for instruction along with customization towards curricular areas.

Knowledge of the content for instruction is significant. Participants for a course rely upon each of us as experts and look for us to provide the highest level of training possible. The worst impression one can present is the inabilitiy to respond accurately to a question or fumble through the content being delivered. We need to be continuously on alert and checking for changes or updates. I will often spend the night or morning before a class checking websites and links to make sure something hasn't been changed or removed.

Technology can be overwhelming to our students and if we are asking them to utilize specific tools we need to be available to provide support as needed. There are a number of databases that are utilized in my courses and teachers sometimes find it difficult to set up teacher accounts, create folders and save content to specific folders. I have already seen the value of creating a short video to walk-through the steps, instead of a phone call or face-to-face meeting. The short video used to demonstrate highlighting and annotations has spark the idea of creating video to set up teacher accounts among other items for certain databases used in my course.