I learnt that course accessiblity is highly dependent on the communications means available: visual (e.g. text, closed captioning, images), audio.

I learnt that assistive technology, like any other technology, should be used as a tool. Human judgment should still be used in its application to ensure accuracy and appropriateness.

I learnt that faculty, with the support of the education administration, is legally required to provide students with a known disability and opportunity to complete course requirements. I also learnt that these requirements cannot be ommitted.

This lesson brought realization that cognitive ability does not have a specific appearance; rather, it will present itself in various behaviors.

Good communication can be measured by accuracy and supporting reference.

An effective way to ensure students communicate to course expectations is for the instructor to model this for the class.

Communication with students should always be proofread for spelling and tone. The tone should be neutral while avoiding potentially triggering words to maintain civility in online communication.

In an ever evolving landscope of technology, the methods and tools we use to communicate with students can change. The effective educator will adapt to the needs of their students along the way.

Value-added assessments allow for students to take accountability for their own learning progress.

Assessment is process-focused and ongoing whereas evaluation is product-focused. Summative assessments can be used as an evaluation of a student's understanding at the conclusion of a course.