Continuing to work 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.

My biggest challenge in creation of this module was trying to mesh together my old ideas of what an online course is, with what I have learned over the course of my MET journey.  The last time I taught an online course was 2013 and even at that point, much of the logistics of the course were dictated:  there shall be so many assessments, there must be open and “alway-on” communication between instructor and student (it was actually very hard for me to even define office hours, as in the past I was expected to respond immediately, unless I was sleeping!)

Using our guiding contexts, it was relatively easy to create technology that is sound in pedagogy, content and knowledge (TPCK) as both Laurie and myself have the technology experience and I have a deep background in the content.  Creating a student-centred environment seemed, for me, to be the biggest challenge.  I struggle with how to make a content-heavy course like Calculus centred on the students, minimizing lectures.  This is something I struggle with in my daily practice as well.