Outgoing Reflection

Because I hope to develop a learning software platform for ASD learners, this course has helped me to find out what is the best way to create it. By writing the standard of evaluation to the highest level of specificity, I have the bar set as to what I must reach to be successful. But there is so much more that I have learned.
First, if the majority of a class is of one professional background, don’t let the ones from outside this group form their own team. They will go off in some eclectic tangent. Place an outsider within each team of same profession people. This will benefit each group by bringing in an outside perspective.
Second, when a group is formed, certain guidelines of “group collaboration” protocol needs to be followed such as who is the group leader, who is the secretary (in charge of the document process), and so forth.
Third, when you commit to a group, a certain level of communication is needed such as instant messaging, chat-rooms, or good old face-to-face at a scheduled time and on a regular basis.
Fourth, there is a “social” aspect to this “hybrid” type of class that is much different than a physical classroom. There is a routine to attending a physical class. The “virtual” classroom is missing this basic level of structure that helps those who tend to be distractible, focused and attentive.
Fifth and final, online classes do not provide the entertainment value of watching your professor perform. As I have learned from my other class this semester, only 10% of a subject’s information is to be found in literature. 90% of the knowledge is in the heads of those in the field. “Online only” classes offer the student only 10% of knowledge in the field if they are left without the professor’s “performance.”