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Communicate 3 – Evaluation Methods

How do communication practices in the online environment correlate to effective feedback?

Having a communication practices that are solid, precise, and well thought of within in FERPA Guidelines makes way for an effective online community.  A common communication practice among all stakeholders is the gateway to effective feedback practices in an online community that provides effective synchronous and asynchronous feedback.  Effective Communication Tools and Practices will alleviate all those matters that sometimes gets lost in translation.

Why is authentic feedback important for online learners?

Authentic feedback is important for online learner in the following ways:

  • Teacher can provide intervention services to those struggling students
  • Students need and want feedback
  • Activates prior knowledge   “Gentle Guidance”

In what ways might an instructor enrich a student’s online experience through feedback?

  • Guided Instruction increase academic achievement
  • Encourages students and staff communication
  • Set High Expectations for students

Communicate 3 – Rubrics


Here is my Rubric:  https://www.rcampus.com/rubricshowc.cfm?code=UX88AB5&sp=yes&

Communicate 3 – Digital Feedback

Epic Work

You are almost there! Keep riding the course and your Science Project move to the next stage...


Communicate 3 – Feedback


WHST.6-8.7- Conduct short research project to answer questions (including a self-generated question)

WHST.6-8.8- Gathering relevant information from multiple print and digital sources

WHST.6-8.9-Draw evidence from informational texts to support analysis, reflection, and resources

Here is my method of Feedback:

Science Project Rubric
Exceeds Expectations
3 pts
Meets Expectations
2 pts
Doesn’t Meet Expectations
1 pts

Exceeds Expectations

Student completed all the work.

Meets Expectations

Student completed most of the work.

Doesn’t Meet Expectations

Students only completed some to none of the work.


Exceeds Expectations

Student clearly used words to explain the work.Student used a variety of descriptive words to explain their answer. Student writes in complete sentences.

Meets Expectations

Student used or tried to use words to explain their work. Student used some descriptive words to explain their answer. Students writes complete sentences of phrases.

Doesn’t Meet Expectations

Student didn’t know how to explain their work. Student didn’t use a variety of words to explain their answer. Students writes one word answers.


Exceeds Expectations

The student followed all the directions. Student work is neat and easy to read.

Meets Expectations

The student followed most of the directions. Student work is somewhat difficult to read.

Doesn’t Meet Expectations

The student didn’t follow any of the directions. Student work is extremely hard to read and unorganized.


Exceeds Expectations

The student made an overall attempt to follow all directions.

Meets Expectations

The student made an overall attempt but did not follow the direction completely

Doesn’t Meet Expectations

The students did not make an overall attempt to follow any directions

Blood Pressure Experiment

Communicate 2 – Synchronous Sessions

Communicate 2 – Differentiation

More and more regular classroom are starting to become inclusive.  We are seeing an increase in Students with Disabilities (SWD) in public school systems.  As more and more parents begin to educate themselves on the types of educational products available to students who may be struggling in the regular, synchronous classroom: face to face, the more they are enrolling their child into virtual online classrooms. Differentiated Instruction is now the trend in which teachers are driven by data to make the necessary adjustment to accommodate the needs of all students, including online students. 

The following are 3 tools that I would implement into my daily online lessons in an effort to increase student achievement and participation levels in online classrooms.

Voki: Audio

After researching and actually creating my own Avatar on Voki.   Voki could be in the classroom in the following ways: for announcements, homework assignments, and special projects.  I also read on the blog for Voki that some educators use Voki for journal responses.  Students are involved in the creation of their classrooms and later they get to record journal responses where the teacher can post to a Voki classroom blog.  Special Education/Students with Disabilities can benefits from learning by listening. Vokie is also available on iPhone and iPad.

Audio boo: Audio

Audio boo has a lot of functions.  You can record up to 3 min podcast, post them to LMS and upload pre-recorded files.  Audio boo allows you upload images and tags using their manipulative tools. However, there is not a lot of editing for audio.  You can use with iPhone. STD or students who learn through visual context can benefit most.


Is an interactive tool that teachers can use to zoom in, create storylines, view galleries, exploration journeys: slide shows, slide share, upload PowerPoint, or PDF save and share links in PowerPoint.  No special software needed on your computer. Visual learner would benefit most.


Communicate 2 – Discussions

What role or purpose do discussion forums serve in the online classroom and are they effective?

  • Engage students, make them responsible for their learning, promotes critical thinking.
  • Teacher presences, provides information for teachers, connections with students, and builds a community.
  • Increase retention rates, and student satisfaction.

How do discussion forums function as a teaching tool?

  • Gives student feedback and enhances instruction
  • Builds a community where ideas are shared
  • Gives each students a voice
  • Gives teacher presence as in a asynchronous environment
  • Promotes self efficacy
  • Provides data for teacher to enhance instruction and to differentiate instruction.

How could they be used effectively and ineffectively?  what are some best practices for facilitating forums online?

Effective Use:

  • Tie Digital Feedback to assessment so that all students have the opportunity to participate.  Students tend to drop off when there is nothing weighed against course work assignments
  • Practice having a Effective Communication Plan in place at times for students to understand this is the standard in your online classroom.

Ineffective Use:

  • If you do not tie Digital Feedback to assessment, students will not take the materials or content expectations serious and may not even participate in online discussions.
  • Do not overwhelm students with feedback during open discussions.  Too many open responses can become overwhelming for instructors in an online community.