Incorporating more time into the classroom to allow adult learners to interact with one another instead of focusing on as much lecture time. 

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Sometimes students have different learning styles and that is okay. It is hard to accommodate everyone in a larger classroom, but if audio/video is helpful rather than white board or going beyond a standard PowerPoint, that should be explored. 

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We have to be cognizant that not everyone has the same skill set for the LMS environment, and sometimes younger people that presumed to be 'digital natives' are in fact not native to the LMS. Don't presume, reach out to students and ensure they are given the assistance that they need. 

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For non-technical skills, one of the skills that I would like students to develop is the ability to pivot in direction when they read another student's online discussion posting. I often have students that will post agreements such as, "I really like what you posted about universal healthcare", but they don't add more to the discussion. Learning to build, critical think, and offer something new or at least pushing the online conversation forward is critical. 

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Something that I've learned/relearned from this course is recognizing the importance of inclusivity in the classroom. As an online instructor, it is difficult to talk to every student in every class. So, making sure that we recognize students when we can be important. Perhaps keeping a list of students that we've talked to on a previous week helps us move on to students that have not had an interaction yet. 

Comment on Michelle Moore's post: Hi Michelle - I didn't realize how common it is for students to have created boards like you mention until I asked them directly about their group chats for the class. The amusing thing is they create chats for things that I posted in the LMS - meaning it wasn't necessary to have the group chat. However, the built in presumption (I guess) from previous instructors is the instructor would not share vital information, so they had to figure it out on their own.