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Letting my students see the real me a lot:
That is something that I am interterested doing but I also have to admit that I have a hard time constantly recording videos for them and also being very casual like posting pictures of cats or recording myself at the gas station. I need to think more about this item.

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I am to reply to email within one buisness day. I make sure to login to my email every day and asnswer questions as soon as possible. That truly helps them stay on task and also know that I am there for them even though we do not see each other every week.

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Already Do
-"I make a deliberate effort to express warmth, friendliness, enthusiasm for the course and semester ahead, encouragement, authenticity, and approachability."
-This is definitely one of my strengths. If I do not seem fun, engaged, or participatory, neither will the students. Adult learners feel a lot of pressure to "have the basics mastered," when often times they may not have received a good grade school education or it's been awhile since they have been a student. Adults need to see an instructor who is engaged and positive, one who will encourage them and affirm that it's ok to need more help or make mistakes. I use my personality to create the atmosphere of class time and create an open-area of communication if a student needs more assistance.
-I too try to create and prepare everything necessary online in D2L before the semester begins.  This includes announcements, assignments, instructions, resources, etc. I have worked with D2L before at a previous job that mandated the entire semester be created and ready before school began - this is something I am accustomed to.

Don't Do/May Do
-I do not like using the online discussion board. When it has been mandatory in the past, I have still hidden the entire application from D2L from the students. This does not mean I didn't want to use the discussions, or that I never will, it's just been in my experience that the online discussion boards are more of a niusance than anything.
-Though not true in all circumstances, most students will simply make a post and reply because it is for a grade. There is no intent to learn behind their actions. Post/Reply assignments in other formats, such as Flipgrid, result in the same low-quality, short type of interactions. As an instructor, I want "quality" over "mandatory."
-I have found greater success with assignments that make it necessary for students to craft quality responses in an assignment to myself, and then we have a day in class where they are more interactive with each other in their conversations. This can be done in the online world as well with breakout rooms douring an online session.

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I'd also like to start a "change log." I like this idea and with more interactions/feedback from students, this would only help to improve the class.

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During the regular semester I post weekly announcements that gives a "what was due" "what's due this week" and "look to the future- what's due next week," to help the students keep track and have an online presence feel.

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I already send a welcome email to the class before the start date. The welcome email contains the syllabus and brief descriptions of what they can expect from the course, plus the highlights of the policies and expectations. I also include my Google phone, and post an Intro video.

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Each semester, I keep a mental list of changes that I want to make in my classes the next semester. I can honestly say that I have never taught the exact same class twice even though I have taught the same subjects many times. I am always tweaking my lessons, swapping out content, or looking for new ideas. With each new semester, I am at a different place in my life- sometimes the changes are bigger than others, but I am always changed in some way- even if only more experienced from having an additional semester under my belt. Also, my students vary each semester, and there just isn't a one-size fits all when it comes to teaching. Darby writes down all of the her reflections and tracks the changes she wants to make- I should do that as well since I likely forget some!

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Each semester, I keep a mental list of changes that I want to make in my classes the next semester. I can honestly say that I have never taught the exact same class twice even though I have taught the same subjects many times. I am always tweaking my lessons, swapping out content, or looking for new ideas. With each new semester, I am at a different place in my life- sometimes the changes are bigger than others, but I am always changed in some way- even if only more experienced from having an additional semester under my belt. Also, my students vary each semester, and there just isn't a one-size fits all when it comes to teaching. Darby writes down all of the her reflections and tracks the changes she wants to make- I should do that as well since I likely forget some!

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I like Darby's plan for Week One. Making those initial connections and forging a strong relationship from the start starts the semester off in the right direction. I want to be active and present right from the start of class to help alleviate anxiety or misconceptions about online learning.

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I like Darby's plan for Week One. Making those initial connections and forging a strong relationship from the start starts the semester off in the right direction. I want to be active and present right from the start of class to help alleviate anxiety or misconceptions about online learning.

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I give individual written feedback on students' assignments, but I would like to start doing the feedback orally- either by video or just audio. I want to improve the turn-around time as well. Some weeks, I am fast and others slow. I want students to feel like their output is a priority for me.

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I give individual written feedback on students' assignments, but I would like to start doing the feedback orally- either by video or just audio. I want to improve the turn-around time as well. Some weeks, I am fast and others slow. I want students to feel like their output is a priority for me.

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I really like the "oops token" idea. Currently, I drop the lowest assignment grade for every student. When I explain this, I basically tell students it is to account for "life"- we all have outside, busy lives where "stuff" happens. This dropped grade gives everyone one free pass- no questions asked and no explanation required. However, I like the cute name Darby uses, and I really like giving bonus points to students who do not use their tokens. I am not sure I would do 3 tokens; it would depend on the course content and requirements.

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I really like the "oops token" idea. Currently, I drop the lowest assignment grade for every student. When I explain this, I basically tell students it is to account for "life"- we all have outside, busy lives where "stuff" happens. This dropped grade gives everyone one free pass- no questions asked and no explanation required. However, I like the cute name Darby uses, and I really like giving bonus points to students who do not use their tokens. I am not sure I would do 3 tokens; it would depend on the course content and requirements.

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I like Darby's idea to post videos explaining how to be successful on the project. I feel like I always explain in depth, but then when I get results, there are always some students who definitely could have used even more explanation and detail. Also, the videos can address questions that many students likely have but are afraid or embarrassed to ask. 

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I like Darby's idea to post videos explaining how to be successful on the project. I feel like I always explain in depth, but then when I get results, there are always some students who definitely could have used even more explanation and detail. Also, the videos can address questions that many students likely have but are afraid or embarrassed to ask. 

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Although I do not give out my phone number, I do set up a Remind account for each of my classes. In this way, students can "text" me and reach me quickly. I usually respond immediately or soon after- even on the weekends. I do institute a not-after-nine policy, and in the rare instance that a students sends a late-night message, I just respond the next morning. Students like being able to get a quick answer to their questions.

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Although I do not give out my phone number, I do set up a Remind account for each of my classes. In this way, students can "text" me and reach me quickly. I usually respond immediately or soon after- even on the weekends. I do institute a not-after-nine policy, and in the rare instance that a students sends a late-night message, I just respond the next morning. Students like being able to get a quick answer to their questions.

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I made a welcome video before the class began, but I feel like it didn't really portray "the real me". I like the idea of making the video outdoors or in a location that has personal significance.

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I made a welcome video before the class began, but I feel like it didn't really portray "the real me". I like the idea of making the video outdoors or in a location that has personal significance.

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I set time aside just to grade. Assignments are all due on Tuesday, so I make sure to have a block of time set each Wednesday to grade and give detailed feedback. This helps me keep boundaries between school and personal life.

Lorena

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This semester I did not update my welcome video. Last semester, when I recorded it, I tried not to date the video in any way, so I could use it again in the future. I now see how this should be the one video I do update each semester. As the author says, we are in fact a different person each time.

Lorena

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I give detailed feedback via video to each student after each draft. This is to help them see what the strengths of their essays and also where they need work.
I use ScreenPal (AKA Screen-cast-O-matic) as it is easier to see if students have viewed the feedback or not. Yuja also works, but you have to click a lot to see if the student has viewed the feedback.
I find that the video feedback is very useful, and students know that I am really reading their work and thinking about it deeply.
It also has my voice (not my image), which makes me a real person - and my dog barks and the gardener makes noise, so they see that I have a real life, too. Bonnie

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I love the idea of an "oops token" (or 2 or 3 of them" that students can use during the semester for extending deadlines). I also like the idea that a student can get extra credit if they don't use the "oops tokens" as a way to encourage turning things in on time.
I need to think about how to word this in the syllabus.

Right now, I have "hard deadlines" and "soft deadlines". Hard deadlines have no extensions (discussions, drafts) and soft deadlines don't affect anyone if the work is late (journal, freewrite, final revised essays, online homework in a publisher website).

At the moment, I don't really count off for late work. I just won't take it at all for hard deadlines. I like the fact that students who turn everything in on time would get extra points for doing that.

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I would like to do more reflection at the end of the semester to make the online course better for the following semester.
As the semester is on, I notice things that I would like to re-do or change, but I don't have time to actually do it then and there.
I often am so tired at the end of the semester that I want to log out and be done.
The following sentences from the text really stood out to me, especially the idea of a "Change Log." I would start this in online Word or Google Docs so I have access to it wherever I am. I plan to do this for the rest of this semester and to try it in the fall, too.

Reflect on my personal sense of what went well and what I can do to foster more equitable outcomes, making appropriate notes and listing tasks in my Change Log—I maintain the log in a Word document throughout the semester and revisit it once the class has ended".

Bonnie

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One thing that I am doing:  In a Welcome email, I copy and paste the Welcome and how to get started information posted in the Overview section into an email and send it to class with the syllabus attached.  I also include the information about the textbook registration because that seems to be a frequent anxiety topic.

I do email a lot to reach out when there is a lot of pause or several I.A. alerts. I do use their name and simply ask how they are doing, without regard to anything specific academically.

I use a google text number as my "office" number and when there is an issue submitting things, students can send it via text.  However, I did use it this semester to invite students to join REMIND101 as well as to just encourage them about a deadline. I was happily surprised how many responded to my quick texts.

One thing that I am not doing:  While I have some videos of me teaching some concepts in FlipGrid, I think it would be good to make a video to introduce myself.

I wonder if it is possible to allow the students to view the course in advance in a "read only" mode.

Amy C.

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I reply to every single student's introduction. Doing this is a way of "talking" to students individually. However, I do not respond to everyone in subsequent discussions.

One thing I am not doing is that I don't tell students a lot about my life. I wanted to try to "let my students see the real me-a lot." I know it is essential to let students know I am a "real human being." However, the challenge is that once it is digital, it is there forever. Thus, I need to be careful what to share with students.

Dan