Working on this assignment with a partner, rather than alone, afforded me some time and advantages that I am not normally used to when planning my instruction.  Having a partner to work with allowed me to step back and look at my ideas objectively for a time before suggesting and allowed me to receive feedback on my ideas from another professional.

In order to implement a successful online course, careful consideration must be taken in the introduction and first few activities to ensure that the design elements are effective and easy to follow for all students who will take the course.  As well, it must be easy for the course designer and instructor to follow and maintain the template throughout the design process.  Our course was built with three guiding pedagogical contexts:  1) creating a student-centred learning environment (SCLE), 2) creating technology that is sound in pedagogy, content and knowledge (TPCK), and 3) incorporating collaborative tools to foster a social learning environment.  All of our design elements, learning tool selections, and interactivities were chosen to support these contexts.

After considering the Trinh case study, we decided to create our course with both of us as co-instructors.  Not knowing how many students would enroll initially and not knowing how big this course might get led us to choose a more scalable model in the event of growing numbers.  By co-teaching, we can create more opportunities for interaction as we will both be available at different times for our office hours.