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It would have been awesome to take this course on the intended timeline and build out my fall class simultaneously, but it was just impossible to keep up while teaching a 5-unit summer class. Luckily I have the next three weeks to review and integrate all of these new ideas before fall starts.

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It is hard for me to attach practical significance to a lot of what we are doing. It leaves me uneasy. My former methods were successful and set standards I could understand. This new method has yet to  be tested in the coming semester to concretize its value. 

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It is hard for me to attach practical significance to a lot of what we are doing. It leaves me uneasy. My former methods were successful and set standards I could understand. This new method has yet to  be tested in the coming semester to concretize its value. 

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I really love all of this!

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With all these tools ,its a little overwhelming .Learning to pick and choose which tool and then How to use each tool correctly.Breathing!!!!

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I am frustrated not only with the time it takes for the classes, but with being locked out of the modules that are in advance of the lesson we are covering. My learning style is to sometimes read the book from the back first and flip forward and backward to get an idea of what I need to prepare for. Right now, being locked out leaves me not knowing how to budget precious time.

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I am overwhelmed by all the cool new technology I need to learn now

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The shear number of good ideas and important takeaways in the last two modules makes me feel overwhelmed and like I don't know where to start. I really have to remind myself that I shouldn't expect myself to do everything all at once and come up with the perfect approach to online teaching right at the get-go. I should focus on doing what I can, being mindful of my students' experiences and making consistent improvements to my courses by soliciting feedback.

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If the culinary lab classes go back to on line only (right now they’re scheduled to resume FA20), there is no way the students will get the same experience on line that they get in a professional kitchen.  The equipment and BTU’s available on the stoves are not replicable in a home kitchen.  And the in the moment instruction while cooking is invaluable to the students.  Hearing a video of feedback after the fact does not translate in a students mind on how to, for example, adjust the heat and position of a pan while sautéing.

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The problem with culinary arts classes are the labs. No one is sure how this will play itself out yet and it's difficult to imagine, even with all the cool technology, how I or the other instructors will effectively deal with these lab classes as hybrids. 

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The problem with culinary arts classes are the labs. No one is sure how this will play itself out yet and it's difficult to imagine, even with all the cool technology, how I or the other instructors will effectively deal with these lab classes as hybrids. 

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It's not a super big deal in the overall picture, but I don't like Flipgrid, due to the lack of being able to edit (other than clip pieces off the beginning and end). It makes the experience more stressful. On the other hand, I am learning what Flipgrid is all about, and seeing a potential experience my students could have - it helps me make decisions about what I want to use in class.

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I am finding many good ideas, but my concern is will the students take advantage of the community building opportunities?  Because of complexity of schedules I have leaned towards the asynchronous model, but am thinking I may need to have more synchronous labs to try to discuss data, group work,  - to basically "force" the students to start the interactions.  Written discussions has not built as much community as I would like to have seen.  But perhaps as students become more comfortable with online classes, they will learn to maximize the opportunities to build community that we develop in our courses.

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As far as this class's subject, humanizing an online class, no thorns.
I do have things I'm worried about. I'm worried about how long it will take me to create things for my online class. I wonder how much time it will take to caption a longer video. I can see myself getting overwhelmed by all the things I should be doing and preparing for my online classes. I'm wondering how I can prioritize what to do first if I have way too many things to prepare. What are the true essentials?

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I love this course for enhancing my lecture content and dynamic discussion, but I teach a hands on discipline that requires a lof of (dangerous) specialized equipment, practice and the cultivation of muscle memory. I still feel like there is no virtual substitution for what is at the core of what we do. Furthermore, students that come to our classes are specifically there for the hands on aspect and we are not able to give them that online.

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I am in fact concerned about much more effort being required of an instructor for an online course than in a  F2F course, which for me requires about all I can do and more.

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I am in fact concerned about much more effort being required of an instructor for an online course than in a  F2F course, which for me requires about all I can do and more.

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I was educated in the 19th century industrial model. A teacher's authority was central. In all of this feel-goodness I still think a teacher's authority is central, it is just that we have to figure out how to include everyone in the process.

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I was educated in the 19th century industrial model. A teacher's authority was central. In all of this feel-goodness I still think a teacher's authority is central, it is just that we have to figure out how to include everyone in the process.

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i don't see this as a thorn, but just an area to improve. i need to go in an edit my ccs

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The idea that the dominant educational model we work from is based entirely on individualism is too simplistic.  My own experience as a student was very different from that. From kindergarten through graduate school courses most all of my teachers and professors encouraged a community learning experience.  There were partnerships between teachers and students in my classes. Teachers and professors were the guides. There were plenty of discussions and questions and opportunity for student participation. On the other hand there are plenty of examples of communal educational traditions that promote bias against women, or gays and lesbians, or different ethnicity. So the idea that communal education is inherently good is also too simplistic. Content matters!